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Chapter 9
ORGANIZING YOUR MAIN POINTS
If you’ve gone through the chapters in order, your students are now sitting at their desks, topics
firmly in mind, various bits of evidence scattered in front of them. They’re about half way through
the process of speech construction. What’s left is to pull these disparate materials into some sort of
coherent order, plan a way to introduce, conclude, and polish the language of their speech. They’ll
probably welcome this chapter and the next, which provide the basic organizational skills they need
to create a meaningful speech.
Chapter Goals
At the end of this chapter, your students should be able to:
•
Organize their main points
•
Identify and use traditional patterns, including chronological, spatial, causal, problem-solution,
pro-con, and topical
•
Develop and support your main pointsLink the parts of the speech to one another through
skillful use of connectives such as signposts and transitions, internal previews and internal
summaries
•
Identify and use alternative patterns — including the wave, the spiral, and the star – when
appropriate
Chapter Outline
I.
The canon of disposition gives guidelines for organizing the main points of a speech.
A.
Limit the number of points.
1.
Our brains best learn material that’s chunked into 3-7 major units.
2.
Return to your thesis statement developed in Ch. 5 to get an idea of how to cover the
material in your speech.
II.
Six traditional patterns are widely used.
A.
The chronological pattern is used for points that relate in an ordered sequence.
1.
Chronological patterns are good for biographical or historical subjects.
2.
Process speeches have a sequence of steps or stages.
3.
Events must occur sequentially in a “first, second, third . . . ” order to be considered a
chronological speech.
B.
A spatial pattern is good for describing places or objects with several parts.
1.
It is good for describing places.
2.
Use it for subjects that are described from top to bottom or side to side.
3.
The ordering of main points can be somewhat flexible.
C.
Causal organization (cause-effect patterns) reflects Euro-American thought patterns that
look for reasons that explain a phenomenon.
1.
Cause-to-effect is one causal pattern.
2.
Effect to cause is the second.
D.
A
problem-solution pattern
examines a problem and explains proposed solutions.
1.
The pattern works for global, national, and personal topics.
2.
Informative speeches explain a variety of potential solutions.
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3.
Persuasive speeches often propose several solutions and then focus on the best one.
E.
Pro-con arrangement summarizes both sides of an issue; it works best for informative
speeches aimed to enlighten the audience on the scope of the issue.
F.
Topical arrangement, the most commonly used pattern, organizes main points into
topics or subdivisions
1.
Each part contributes to the whole.
2.
The parts don’t have to occur in a specific order.
G.
Because speeches can be developed in a number of ways, speakers must decide the best
pattern, given the specific purpose and available supporting materials.
H.
Use these patterns to organize a speech as a whole or combine patterns to organize the
points within your speech.
III.
Develop your main points.
A.
Each point should be distinct and separate from one another.
B.
Points should be parallel, similar in kind and length.
C.
Support points with evidence that prove your point.
D.
Link your ideas with
connectives
, words, phrases, and sentences that unify your speech.
1.
Signposts help you know where you are, and include words such as first, or next, etc.
2 Transitions summarize where you have been and where you are going in the speech.
E.
Internal previews briefly summarize subpoints you will develop under a major point.
F.
Internal summaries summarize subpoints after you have made them.
IV.
Because of cultural backgrounds, some speakers choose alternative, more organic
organizational patterns.
A.
The wave pattern consists of repetitions of themes and ideas.
1.
Major points come at the crests of the waves.
2.
A series of examples follows, then builds to the next wave.
3.
The conclusion can wind down or end on a dramatic peak.
4.
It is common in ceremonial speaking.
B.
The spiral pattern is a useful way to conceptualize the organization of speeches that build in
intensity.
1.
This pattern is good for a series of narratives that build in drama.
2.
Each loop can represent increasing tension.
C.
The star pattern is a variation of the topical pattern; points are tied together by a theme.
1.
It is useful for speakers who give the same speech to different audiences.
2.
One way to develop the points is to first state them, then support them.
3.
Speakers may also want to develop the point fully, stating the purpose near the end.
4.
A thematic circle binds all the points together.
5.
This pattern is common in political speeches.
Suggested Videos
•
A Wave Pattern Speech. Show a clip from a speech that illustrates the wave pattern. Vernon
Jordan’s “Under the Hammer,” Ann Richards’ address at the Democratic Convention, 1988, and
Martin Luther King, Jr.’s “I’ve Been to the Mountaintop” are examples. (See
www.americanrhetoric.com) Before the clip, review the wave pattern. Alert students to the
wave crests in the speech.
•
During the speech, have students take notes on wave crests they hear.
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•
After the speech, identify the crests they noted.
•
Sketch a diagram of several waves on the board or onto a transparency; write out the
repetitive phrases at the top of each crest. Develop one or two complete waves by listing
the examples the speaker used as supporting material. (application)
Discussion Topics
Principles for Organizing Points (pp. 119-121) Students often want to start from the top down—
introduction, body, then conclusion. You may need to convince them of the value of starting
with the body of the speech, then formulating an introduction and conclusion that lead into
and out of the main section. Return to Chapter 7 and demonstrate how they can use their mind
maps, note cards, or photocopied materials to formulate three to five major points. For
example, have them turn to the mind map (Figure 7.2) and identify several main points in the
material. Write these points on the board. (application)
Traditional Patterns (pp. 114-118) Students can typically identify the chronological pattern but not
the spatial pattern. Present each pattern, then discuss “Choosing the Best Traditional Pattern”
here (p. 155). The following materials are appropriate here (application, synthesis):
•
Teaching Ideas 9.1: Organizational Patterns (Supplemental Resources)
•
Teaching Idea 9.2: Visuals and Organizational Patterns (Supplemental Resources)
Some African Organizational Patterns (p. 120) The introduction-body-conclusion pattern that is so
typical of Euro-American speeches is not universal. Organizational patterns follow cultural
norms as this feature demonstrates.
•
To extend your class discussion, look up Susan Hazen–Hammond’s article, “Navajo Culture:
Stories Grandmother Told,” in the September, 1996, issue of Arizona Highways. The author
describes a family storytelling session—a time when an older Navajo wise woman sits in her
hogan and passes on family lore to her grandchildren. Hazen-Hammond was allowed to hear
spring stories; she was not privileged to hear the winter stories which were too sacred for
non-Navajos. Unfortunately, many authors have ignored the cultural significance of the tales
and have written about some of these tales involving Coyote and other sacred characters.
Hazen-Hammond relates that the storyteller sat in the place of honor in her hogan, the wall
facing the door. Her story of corn and of Holy People moved from point to point in a
nonlinear manner. Hazen-Hammond’s friend whispered, “Navajo stories don’t have a
beginning, a middle, and an end. They’re like a circle, like a hogan, like the Earth, with a lot
of different things inside” (p. 34).
•
Invite students with different cultural patterns to describe and explain a typical speech given
in their traditional cultural settings.
Alternative Pattern: the Wave (p. 123) This text (1/e) was the first to publish Professor Jorgensen–
Earp’s organizational patterns. The recognition of alternative patterns validates the speaking
traditions of women, African-Americans, and Native Americans who often find that their
cultural ways of organizing speeches don’t really “fit” into the common patterns. Students
should become familiar with the wave organizational pattern, because many great speeches by
African Americans are organized this way. Teach this pattern by using the guidelines in
Suggested Videos.
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Alternative Pattern: the Spiral and the Star (pp. 123-124) Emphasize that some visually oriented
speakers like more holistic models for their speeches. Note: Figure 11. 3 in Chapter 11 (p. 146)
shows a speech outlined using this pattern.
Critical Thinking Exercises
(See p. 125 of the textbook for Critical Thinking Exercises)
Application Exercises
(See p. 125 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
•
Teaching Idea 9.1: Organizational Patterns
•
Teaching Idea 9.2: Visuals and Organizational Patterns
Teaching Idea 9.1: Organizational Patterns
(for use with pp. 114–118 and pp. 123-124)
Purpose: To have students identify organizational patterns of a speech, given the preview of the
speech.
Procedure: Using outlines from previous terms or sample outlines found in the text, read the
preview of a number of student speeches, and ask class members to identify the organizational
pattern of each speech. Or use the following central idea statements:
•
I will describe the myths surrounding the Chupacabra and explain the truth about these
animals. [Topical: 1) myths; 2) truth]
•
Today, I will explain why texting while driving accidents are increasing and describe the effect
this has on those involved. [Causal]
•
I would now like to explain both sides of the controversy over condom distribution in the
public schools. [Pro-con: 1) arguments for; 2) arguments against]
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•
I will explain who the Amish are, describe a few of their basic beliefs, and summarize two
problems that confront the group’s way of life. [Topical: 1) the people; 2) their beliefs; 3)
their problems]
•
Breast cancer is classified in five stages. [Chronological: 1) Stage One; 2) Stage Two, etc.]
•
It is easy to remember the five Great Lakes using the HOMES acronym: Huron, Ontario,
Michigan, Erie, and Superior. [Spatial]
Teaching Idea 9.2: Visuals and Organizational Patterns
Purpose: To have students recognize the organizational pattern when they’re given the main
points of a speech.
Procedure: Display transparencies that list the major points of student speeches and ask students
to identify the organizational pattern the student used.
1.
Make a collection of student-created transparencies or posters. Find visuals that outline the
main ideas of the speeches. For example, many students have spoken on conflict. One gave
steps involved in conflict resolution, another identified types of conflict, a third listed stages of
conflict escalation. Each student made a transparency that outlined the major points of the
speech.
2.
Display transparencies or posters one at a time and ask students to identify the speaker’s
organizational pattern.