COMM5 Instructor Manual Chapter 12
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Chapter 12
Organizing Your Speech
Goal: To help students understand how to effectively organize a speech
Overview: This chapter discusses how to construct a thesis statement, how to determine
the main points and the best order for a speech, the goal of transitions, and the most
common types of speech introductions and conclusions. It also discusses the essentials of
effective speech conclusions and introductions, and the elements of a well-written speech
outline.
Learning Outcomes
12-1 Develop your speech body using an appropriate main point pattern
12-2 Create an effective speech introduction
12-3 Construct an effective conclusion
12-4 Compile a formal speech outline and reference list
Key Terms
Action
Appeal to action
Clincher
Credibility
Direct question
Joke
Listener relevance link
Logical reasons order
Narrative order
Organizational pattern
Organizing
Personal reference
Questions
Quotation
Rhetorical question
Section transitions
Signposts
Speech outline
Startling statement
Story
Subpoints
Supporting material
Suspense
Thesis statement
Time (sequential or
chronological)
order
Topical order
Transitions
Figures and Tables:
Figure 12.1 Katie’s Speech Framework
Figure 12.2 General Form for a Speech Outline
Figure 12.3 Examples of MLA and APA Citation Forms for Speech Sources
Chapter Outline
Action Step 3
Organize ideas into a well-structured outline
I. Developing the body
A. Identify main points: complete sentence statements of the central ideas you want to
present in your speech
1. Limit the number of main points so that audience members can keep track of
your ideas
2. Begin by listing ideas that relate to your specific goal
3. Eliminate ideas that your audience already understands
4. Check to see if some points can be grouped together
5. Eliminate ideas that might be complicated for your audience
6. From those ideas that remain, choose three to five that are most important
B. Word main points
1. Shape main points into clear sentences
2. Clarify the relationship between each main point and speech goal
3. Ensure the main points follow a parallel structure
C. Select a main point pattern
1. Time order
2. Narrative order
3. Topical order
4. Logical reasons order
D. Write the thesis statement: a one- or two-sentence summary of your speech that
incorporates your general and specific goals and previews the main points
1. Determine the main points
2. Select points to be incorporated in your thesis statement
II. Developing the introduction: an effective introduction is generally 10 percent of the
length of the entire speech and achieves four primary goals
A. Get attention
1. Startling statement: grabs your listeners’ attention by shocking them
2. Rhetorical question: a question seeking a mental rather than a vocal response
3. Story: an account of something that has happened (actual) or could happen
(hypothetical)
4. Joke: an anecdote or a piece of wordplay designed to make people laugh
5. Personal reference: a brief account of something that happened to you or a
hypothetical situation that listeners can imagine themselves in
6. Quotation: a comment made by and attributed to someone other than the
speaker
7. Action: an attention-getting act designed to highlight and arouse interest in your
topic
8. Suspense: generating uncertainty or mystery and exciting the audience
B. Establish relevance
C. Establish credibility
D. State the thesis
III. Developing the conclusion
A. Summarize goal and main points
1. Reminds audience of what you have said in a wrap-up
2. Helps audience remember your words and ideas
B. Clinch: A clincher is a short memorable statement that provides a sense of closure
by driving home the importance of your speech goal in a memorable way
1. Vivid imagery: use the devices we discussed for getting attention
2. Appeal to action: describes the behavior you want your listeners to follow after
they have heard your arguments
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IV. Compiling the reference list and formal outline
A. Regardless of the type or length of your speech, you’ll want to prepare a list of the
sources you use in it
B. The two standard methods of organizing source lists are:
1. Alphabetically by author’s last name
2. By content category, with items listed alphabetically by author within each
category
C. Reviewing the outline
1. . Have I used a standard set of symbols to indicate structure?
2. Have I written main points and major subpoints as complete sentences?
3. Do main points and major subpoints each contain a single idea?
4. Does each major subpoint relate to or support its major point?
5. Are potential subpoint elaborations indicated?
Technology Resources
Writing Different Types of Thesis Statements
https://owl.english.purdue.edu/owl/resource/545/01/Visit this site at Purdue University for
guidance in writing analytical, expository, and persuasive thesis statements.
Movies
Movies and movie clips can be used to help students grasp concepts. Clips can be shown in
class, or movies can be assigned as homework. Following the movie clips, ask students
written or oral questions. These questions should address pertinent concepts, thereby
actively engaging students in discussion.
Clueless (1995)
Rated: PG-13 (Double entendres, profanity)
Synopsis: A modern retelling of Jane Austin’s Emma, this movie tells the story of a young
16-year-old Cher and her best friend, Dionne, and their superficial voyage through high
school, attempting to do as little work as possible while searching for true love.
Questions for discussion
1. How would you describe the organization of Cher’s speech in debate class? What method
of organization could she have used?
2. What could Cher have done to draw attention during the introduction and summarize
during the conclusion?
3. What other elements of the speech might Cher want to focus on more?
Additional movie suggestions: Malcolm X (1992) (Harvard University Address:
introduction, organization, conclusion); Norma Rae (1979) (Reuben Warshovsky’s address
to plant workers on unions: attention-grabbing introduction, memorable conclusion); Skyfall
(2012) (M’s address to the Intelligence and Security Committee: introduction, selecting
main points); Selma (2014)
Other Media Resources
1. Organizing and Outlining Your Topic
http://www.hsc.edu/Academics/Academic-Services/Speaking-Center/For-
Students/Preparing-and-Delivering-Your-Presentation/Organizing-and-Outlining-Your-
Topic.html
2. Introductions and Conclusions
https://humboldtcollege.wikispaces.com/Writing+Introductions+and+Conclusions
Discussion and Assignment Ideas
I. Cultural differences in main-point organization abound When speaking to a multicultural
audience, should a speaker use an organizational pattern based on his or her culturally-
derived organizational preference or use a pattern that would appeal to the primary
listener’s cultural preference (if they differ)? Discuss.
II. Quotes: These can be used to introduce topics, questions perspectives, or gain
individual opinion. Providing students with a quote and prompting them to write or
reflect on their personal feelings about the quote can help to spark discussion and
interest. Suggested prompts may include “Define this concept in your own words”; “Do
you agree with this statement? Explain”; “What text material can be used to support or
refute this idea?”
Don’t agonize. Organize.
—Florynce R. Kennedy
In this world no one rules by love; if you are but amiable, you are no hero; to be
powerful, you must be strong, and to have dominion you must have a genius for
organizing.
—John Henry Newman
III. Imagine the worst introduction you have ever heard. Describe it. If the speaker had
asked for constructive criticism, what would you have said and how would you have said
it? (Be sure to use previous course concepts as you formulate your answer.)
IV. Think of an effective speech or speaker you admire. In what way did organization
contribute to the speech’s or the speaker’s effectiveness? How did transition sentences
make the speech flow more smoothly?
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Chapter Activities
12.1: What Makes a Good Outline?
Purpose: To provide students with examples of student-generated outlines
Time: 20 minutes
Materials: Make copies of several outlines you have received from former students. The
exercise works well if you include a few mediocre examples along with the
excellent ones. (Make sure to get your students’ permission to use their work,
or block out identifying characteristics.)
Process: After you have reviewed the basics of what makes a good outline, hand out
copies of several outlines to the class. Depending on how many copies you’ve
prepared, you can have students review the outlines individually, or in pairs
or small groups. Allow 5–10 minutes for each individual or group to critique
the outlines they have been assigned. Ask people to assess the outlines,
looking for the following:
1. Is the thesis statement clear?
2. Do the main points support the goal of the speech?
3. Does the outline have complete sentences?
4. Are there between three to five main points?
5. Is there a clear organizational pattern?
6. For the length of the speech, is there too much, or not enough, detail?
7. Are sources cited in the appropriate method required for the assignment?
Review the outlines as a class, asking for student volunteers to share their
results.
12.2: Developing Main Points
Purpose: To illustrate that any topic can be developed into many speeches
Time: 15 minutes
Process: Divide the class into groups of three to five students. Ask the entire class to
select one of the topics listed below. The task for each group is to come up
with a list of three to five main points for the topic, as well as a suggested
organizational pattern from those described in the textbook. Once the groups
have completed this task, compare the results of all the groups and assess
together which main points suggest good speeches, which organizational
patterns are especially well selected, and so on.
• Vacations in Hawaii
• Illiteracy
• Car tune-ups
• Organic gardening
• Herbicides
• Gambling
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12.3: Speech Introductions
Purpose: To give students practice creating different types of attention-getters for their
introductions
Time: 30 minutes
Process: Since many students are likely to be satisfied with the first introduction they
think of for a speech, the goal of this exercise is to have them create different
types of introductions before deciding on the one they could use in a speech.
Prepare enough 3 x 5 cards with the following types of speech introductions
so that each student in class can have a card. (That is, to have 28 cards you
would need to create four cards for each type of introduction.)
startling statement quotation
question suspense
story role play/demonstration
personal reference
Have each student in class draw a type of introduction. Then announce one
topic and a sample of the information that would be covered in a speech
about that topic. Here are some examples:
• Television: Reality TV shows are of poor quality.
• Inexpensive entertainment: We have the choice of many forms of
entertainment that is free or low-cost.
• College: What are today’s trends in college recruitment and acceptance
policies?
After five minutes of preparation time, call students at random to come
forward to present their introductions. After everyone has had a chance to
present, have the class vote on the best introduction of each type and the
best overall. Then discuss the reasons why students thought their choices
were the best.
12.4: Cultural Diversity and Speech Organization
Purpose: To make students aware that organizational strategies for public speaking
presentations vary by culture—although the organizational strategies taught
in this course are highly effective throughout the dominant US. culture,
diverse speakers and audiences may use and expect other types of
organization
Time: 20 minutes of discussion
Process: Provide students with copies of a manuscript of a speech given by a speaker
who is not from dominant U.S. culture. As homework, ask students to read
and outline the speech. When students bring their outlines to the next class
period, have them divide into groups of four to discuss their work. Refer them
to the organizational patterns described in the textbook. Then ask them to
process the manuscript with the following questions:
• What type(s) of organizational pattern did the speaker use?
• To whom was the speaker addressing his or her remarks?
• Was the speaker effective?
• Would such an organizational structure be appropriate for you as a speaker?
For this class as an audience? Why or why not?
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• Are some methods of organization more “competent” than others for
particular speakers, audiences, or topics?
Suggested speech manuscripts
Maria Stewart , “African Rights and Liberty”
Sojourner Truth, “Ain’t I a Woman?”
Malcolm X, “The Ballot or the Bullet”
Russell Means, “For the World to Live, ‘Europe’ Must Die”
Suggested sources of speech manuscripts
Kelly, C. K., E. A. Laffon, and R. E. McKerrow, R.E. (Eds.). (1994).
Diversity in public communication. Dubuque, IA: Kendall/Hunt
Publishing.
Anderson, J. (Ed.). (1984). Outspoken women: Speeches by American
women reformers 1635–1935. Dubuque, IA: Kendall/Hunt Publishing.
12.5: Lightning Round Impromptu Speeches
Purpose: To have students concentrate their thoughts into speech outlines by
delivering an excessively short but highly focused speech that perfectly distills
an assigned but random topic.
Time: 30 minutes
Process: Fill a bag or other container with dozens of simple speech topics. Consider
creating simple but humorous topics, such as how to eat spaghetti without
getting sauce on your shirt, the best way to organize a grocery cart, why
pencils are better than pens, or the most successful strategy for securing a
parking place on campus. Have students draw a topic from the container and
prepare a 9-sentence speech on the topic:
• 1 sentence: attention-grabbing introduction
• 1 sentence: thesis statement
• 3 sentences, one for each main point
• 3 sentences, one to support each main point
• 1 sentence: conclusion
Note that even shorter speeches are possible (5-sentence, 7-sentence).
Give students 15 to 20 minutes to prepare, and emphasize that the goal of
the activity is to quickly outline an argument or point of view and provide a
plausible rationale. The activity will likely end up blend improvisation with
information, but it will allow the students to get practice thinking quickly and
clearly about organizing and presenting arguments at the most basic level.
Journal Assignments
A. Culture and Speech Organization
Many cultures use storytelling to structure public presentations. Can you provide examples
of such speeches that you have heard? Why were they effective? With a multi-cultural
audience, in which listeners represent many different backgrounds, how should the speaker
organize his or her speech? What determines the most effective organizational structure:
speaker, audience, topic, occasion, or a combination of these elements?
B. Listening to Speeches
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Go to a speech either on or off campus, on any subject. Write a few paragraphs about the
speech, using the following questions as a guide:
1. What was the thesis, or central idea, of the speech?
2. What response was desired?
3. Did the speaker appeal to the needs, attitudes, and cultural values of the audience? Was
the speech well organized?
4. What kind of introduction and conclusion did the speaker use?
5. What kind of supporting materials did the speaker use? How did the he or she adapt this
evidence to the audience?
6. Did language choices help the speaker reach the audience with his or her message?
How?
C. Playing with Organization
If you were asked to give a speech on five random objects in your room, which
organizational pattern would you choose? Pick the objects and indicate which pattern you
think would be the most effective and why. What transitions would you use to move from
your discussion of each object to another?
What Would You Do?
A Question of Ethics
As Marna and Gloria were eating lunch together, Marna happened to ask Gloria, “How are
you doing in Woodward’s speech class?”
“Not bad,” Gloria replied. “I’m working on this speech about product development. I
think it will be really informative, but I’m having a little trouble with the opening. I just can’t
seem to get a good idea for getting started.”
“Why not start with a story—that always worked for me in class.”
“Thanks, Marna; I’ll think on it.”
The next day when Marna ran into Gloria again, she asked, “How’s that introduction
going?”
“Great. I’ve prepared a great story about Mary Kay—you know, the cosmetics woman?
I’m going to tell about how she was terrible in school and no one thought she’d amount to
anything. But she loved dabbling with cosmetics so much that she decided to start her own
business—and the rest is history.”
“That’s a great story. I really like that part about being terrible in school. Was she really
that bad?”
“I really don’t know—the material I read didn’t really focus on that part of her life. But I
thought that angle would get people listening right away. And after all, I did it that way
because you suggested starting with a story.”
“Yes, but . . . ”
“Listen, she did start the business. So what if the story isn’t quite right? It makes the
point I want to make—if people are creative and have a strong work ethic, they can make it
big.”
1. What are the ethical issues here?
2. Is anyone really hurt by Gloria’s opening the speech with this story?
3. What are the speaker’s ethical responsibilities?
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PopComm!
And the Winner Is . . .
The MTV Video Vanguard Awards, the People’s Choice Awards, the Emmys, the Grammys,
the Tonys, the Oscars—each year it seems as though there are more and more
entertainment awards shows to keep us, well, entertained. Do you watch any of these
shows? If so, why? To see what the celebrities are wearing? To view outstanding
performances by your favorite artists? Or to hear what your favorites star says in an
acceptance speech?
Acceptance speeches, long a staple of awards shows, can be a bane to the award show’s
producers and a way for celebrities to become even more famous—or infamous. Consider
some of the more unconventional Oscar acceptance speeches. When James Cameron won
the award for best director in 1998 for his movie Titanic, he first requested a moment of
silence for the victims of the Titanic disaster, then proclaimed, “I am the king of the world!”
In 2003 Michael Moore chastised the U.S. president in his speech, saying “Shame on you
Mr. Bush, shame on you.” In 1985 Sally Field famously, and very enthusiastically,
proclaimed, “You like me, right now, you like me!” And Greer Garson, who won the award
for best actress in 1942, still holds the record for the longest Oscar speech—it lasted for
seven minutes (“The ten most memorable,” 2008).
In 2015, dozens of Oscar recipients at the Academy Awards ceremony used their
acceptance speeches as platforms to promote political or charitable causes. Instead of
graciously thanking the Academy of Motion Picture Arts and Sciences for honoring them and
exiting the stage, Patricia Arquette used her acceptance speech to advocate for equal pay
for women; Julianne Moore used her time to promote research efforts for Alzheimer’s
disease; Dana Perry used her time to talk about suicide prevention; John Legend spoke out
against racial injustice; and Alejandro González Iñárritu argued for immigration reform in
the United States and political reform in Mexico.(Moylan, 2015) The volume of acceptance
speeches that tilted toward advocacy and argument was so pronounced that, in the days
following the ceremony, journalists of every media type and bias were criticizing, and even
lampooning, the celebrities who had made them.
To help Oscar nominees give effective and well-received speeches, award-winning actor
at one point Tom Hanks, a vice-president of the organization that presents the awards,
released a DVD of speech tips such as “Instead of hugging everyone within a 10-row radius,
you might have to settle for a few fast high-fives as you spring down the aisle.” He also
cautions against reading from a list or thanking a long list of people, and he recommends
saying something witty, creative, and memorable (“Hanks for the Oscars,” 2006).
Because Oscar speeches are often extensively covered in the media, many sources offer
additional tips to nominees. Communication expert Bill Lampton suggests that people don’t
try to be funny if humor is not their strength, and that they remember to keep the speech
concise (Goodale, 2005). The New York Times advises Oscar nominees to avoid addressing
political issues (Iorio, 1995). Media trainer T. J. Walker emphasizes the importance of being
prepared, saying, “Preparedness is the only way to be truly spontaneous.” As an example,
he cites former President Clinton, who has a conversational style that always sounds
extemporaneous. Walker explains, “He is still working from a scripted speech, but he knows
it inside and out and that allows him to feel prepared and relaxed” (Goodale, 2005).
Feeling prepared and comfortable may encourage sincere emotional expression, which is
what many Oscar viewers most appreciate. For Kirwan Rockefeller, pop culture professor at
the University of California, Irvine, Halle Berry’s 2002 acceptance speech for best actress
was a great example of speaking from the heart. “Berry’s speech was poignant and full of
emotion,” he said. “Everybody loves to see an Oscar winner cry and be humble and be
really surprised” (Goodale, 2005).
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Sources:
Goodale, G. (2005, February 25). How to pen an Oscar speech. The Christian Science
Monitor. Retrieved from InfoTrac College Edition; Hanks for the Oscars speech advice, Tom!
(2006, March 4). Mail Online. Retrieved from http://www.dailymail.co.uk/tvshowbiz/article-
378755/Hanks-Oscars-speech-advice-Tom.html; Iorio, P. (1995, March 26). How not to
blow the Oscar speech. The New York Times. Retrieved from InfoTrac College Edition; The
ten most memorable Oscar acceptances. (2008, February 22). Times Online. Retrieved from
http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/film/oscars/article3418
375.ece?token=null&offset=0&page=1. Moylan, B. (2015, February 23). Celebrity activism
flames out at the Oscars. Time. Retrieved online http://time.com/3718993/celebrity-oscars-
activism-common-john-legend-patricia-arquette/
Experiential Assignments
Identifying Thesis Statements
Access the American Rhetoric Online Speech Bank. Select five speeches and listen to the
audio recordings or read the printed transcript of each speech. As you listen to or read the
speeches, identify and write down the thesis statements in each. Not all speeches
necessarily have explicit thesis statements, but all speeches have an implied thesis or
purpose. If you feel any one of the speeches you have selected does not contain an explicit
thesis, identify its implied thesis or purpose.
Identifying Main Points
Using the speeches you chose in the above exercise, identify and write down the main
points in each. What type of organizational pattern is the speaker using in each speech?
Identifying Supporting Materials
Using the speeches you chose in the above exercise, list the various types of support the
speaker uses to develop each main point. Does the speaker acknowledge the sources of this
information? Are there types of support that you thought should have been used that are
missing from this speech? Does the speaker seem to rely on one type of support to the
exclusion of others? Why do you suppose that the speaker chose the types of support that
were used?
Identifying Transition Statements, Introductions, and Conclusions
Using one of the speeches you selected for the above exercises:
1. Identify the transition statements the speaker used to move from one main point to
another.
2. Identify the type of introduction the speaker used. Do you think it was effective? If so,
why? If not, why not?
3. Identify the type of conclusion the speaker used. Why do you think the speaker chose to
end the speech in this way? Was the conclusion effective? If so, why? If not, why not?