Chapter 9: Ideas & Materials for Instruction
CHAPTER 9: Outlining Your Speech
Overview Learning Objectives Ideas for Instruction
Types of Outlines
Working Outlines ·Formal Outlines ·
Keyword Outlines
pp. 178–179
9.1 Describe the different types of
outlines and the purposes served by
each.
Discussion questions:
9a; 9b; 9c
Activities: 9a; 9b; 9c; 9d
Lecture: 9a
Basic Principles of Outlining
Guidelines for Developing the Formal
Outline ·The Keyword Outline: Some
Special Considerations
pp. 180–186
9.2 Explain and apply basic
principles of outlining.
Discussion questions:
9d; 9e; 9f. 9g
Activities: 9a; 9b; 9c; 9d
Lecture: 9a
Ideas for Instruction
As noted elsewhere, you will not be able to cover everything in the text—nor should you attempt to (i.e.,
“The more we teach, the less they learn.”). I always “assume” students have read the assigned reading and
that my job as an instructor is to highlight a few, select ideas from the reading (or to introduce
supplemental material) for students to contemplate, reflect upon, and apply. My goal is to help them build
meaning and internalize what they have learned, retaining it for future use.
What follows are ideas for how some material might be treated through discussion and activity.
My selections are ones I typically highlight in my own classes—depending on how much time I have to
devote to a chapter. In light of larger class sizes (which require more days per speech round), I rarely can
Discussion Questions. Use these to stimulate discussion and prompt reflection. As students process the
material at a deeper, more meaningful level, they likely will offer interesting observations or pose
provocative questions of their own. Make note of these, literally! Let students know when you’re
particularly impressed by their thinking and let them see you writing it down in your lesson file. They will
feel valued/motivated—as long as you don’t go overboard and write down everything everybody says!
Chapter 9: Ideas & Materials for Instruction
Discussion Question 9a
Approximate time required: 5–7 min.
How does outlining serve you as you prepare a speech?
Students should note that outlining serves the speaker in a number of ways, including:
2) Once the thesis and points are nailed down, the outline simplifies the creation
of a preview, transitions, and a review.
4) Seeing the big picture also allows you to see, at a glance, how each area of the
5) The outline allows you to make sure that the development under a point truly
Discussion Question 9b
Approximate time required: 4–6 min.
What educational value does outlining provide?
Specifically, students should note the following:
1) The outline is a tool that allows you to easily diagnose your own work and correct any mistakes
before you hand it in to be graded. It will continue to serve you beyond the classroom, helping you be
Discussion Question 9c
Approximate time required: 4–6 min.
Why is it important to work hard on preparing a keyword outline for delivering your speech?
Students should recall that throwing it together at the last minute does not allow time for practice.
Chapter 9: Ideas & Materials for Instruction
Practicing with the outline is wise. You can detect places where the speaking outline is not working
well and can refine it so that it will. In addition, once you have a good set of speaking notes and all is
going smoothly, you can begin to relax, develop confidence, and visualize an effective delivery.
Discussion Question 9d
Approximate time required: 4–6 min.
What purpose does a system of symbols and indentations serve?
Students should observe that the system communicates what is what, enabling the writer (as well as the
instructor) to understand what is supposed to be a main point, what is supposed to support what, and so
Discussion Question 9e
Approximate time required: 3–5 min.
Why should a speaker focus on one idea per main point or subpoint?
Students should note that focusing on one idea at a time keeps things simple and distinct, helping listeners
Discussion Question 9f
Approximate time required: 3–5 min.
What guideline should a speaker follow regarding the amount of words to use in the keyword outline?
Students should recall that the speaker will want to use few words—writing out as little as possible to
avoid being tempted to read. Reading, obviously, will diminish contact with the audience.
Discussion Question 9g
Approximate time required: 3–5 min.
How should one use notes while speaking?
Students should recall that speakers should use notes openly—looking at them as needed and reading
from them when needing to quote something precisely. The speaker should have practiced with the
Chapter 9: Ideas & Materials for Instruction
Suggested Activities. Use these “hands-on” applications to get students actively involved with the material.
What we suggest often requires students to synthesize what is covered in the chapter, as well as what they
were to have learned from other chapters.
Activity 9a
Approximate time required: 12–15 min.
Launch class with a pop quiz (which need not actually be scored) comprised of the discussion questions
above, as well as any other items you create. Use the quiz to focus their attention and involvement as
you discuss each item. The “quiz” will also let them gauge their own performance as a student in terms
of how well they prepared for class and so on.
Activity 9b
Approximate time required: 40–45 min.
This activity, where students construct a quick, in-class speech, provides practice with outlining while
also reinforcing a sense of structure. It also gives students an informal opportunity to speak, providing
some practice/experience with delivery. Offer the following setup and directions.
Every hardworking citizen deserves a break from time to time, and what better way than to get away?
Visiting other communities, near and far, domestic and abroad, also allows us to gain ideas and
inspirations for our own community. Take us to one of these worthwhile places.
Begin with this thesis, filling in the blank: “If I could travel anywhere, I’d visit _____ .”
You might model the activity as follows (perhaps displaying it on screen as you do):
Thesis: If I could travel anywhere, I’d visit Tahiti.
Preview: After I tell you about its incredible beaches, friendly people, and picturesque setting,
I’m sure you’ll want to come along.
Note that they would then restate reason one (incredible beaches) and note (for support) how the water is
a deep, clear blue; the sands are sugar white and free of debris; and the gentle, silky slope can be enjoyed
Activity 9c
Approximate time required: 12–15 min.
Help students concentrate on achieving good, overall structure in an upcoming speech by having them to
outline only their thesis and main points. You might refer to these elements as the “skeleton” of their
Chapter 9: Ideas & Materials for Instruction
Activity 9d
Approximate time required: 12–15 min.
Have students bring in their working outlines and assign each student a partner. Have them examine one
another’s outlines and mark places needing a transition. Then have them help one another to devise
transitions that include a bit of repetition or restatement of the ideas to be connected. This activity should
Lecture Ideas. Some elements in the chapter lend themselves to careful review and/or some
supplemental material. Either way, you’ll amplify something that deserves amplification. We’ll offer
some suggestions, often providing one or more corresponding PowerPoint slides.
Lecture 9a: Use one or more of the slides from the PowerPoint slideshow that accompanies this chapter
and prepare your own examples as illustrations of the concepts featured on the slide(s). Break up the
“lecture” by including some of the discussion questions we provide and/or an activity or two. Any
individual slide can function as either a preview or review of an activity or discussion item.
Exam Items. Testing, of course, can be an important part of instruction. We provide numerous,
high-quality multiple-choice items in our test bank. We also offer several short-answer items and
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Chapter Outline: Chapter 9: Outlining Your Speech
Chapter Intro:
It is easy to view outlining as an academic exercise—something that is required by the
instructor but serves no useful purpose. Yet by outlining, many mistakes in organizational
strategy and the use of supporting material can be corrected before the speech is
delivered. Outlines help the speaker sort through ideas, determine the need for additional
research, and enhance the effectiveness of delivery. The outline is something that should
Chapter 9: Ideas & Materials for Instruction
I. Types of Outlines
Learning Objective 9.1—Describe the different types of outlines and the
purposes served by each.
Section Intro: A speaker will use several different kinds of outlines while preparing a
speech. Through outlining, one can record early thoughts, experiment with organizational
strategies, consider whether evidence “fits,” as well as work on delivery. Examples of
different types of outlines can be found in this chapter.
A. Working Outlines
1. This is the outline that develops during brainstorming and while
investigating the topic through research.
2. As a speaker goes through the process of developing and revising
3. The working outline will be changed many times, inserting new
4. This outline is a kind of diagnostic tool that helps speech writers
B. Formal Outlines
1. Usually, this outline will flow naturally from the working outline.
3. The formal outline is a blueprint of the speech.
4. The formal outline will help determine whether the speaker has:
a. Chosen an effective organizational strategy
b. Achieved proper structure with coordinated thesis, main
6. Two examples of formal outlines can be found in this chapter.
C. Keyword Outlines
2. A keyword outline is an abbreviated version of the formal outline,
3. Transitions, quotations, and statistics can be written out to make
sure they are presented accurately.
5. Practicing with the keyword outline will contribute to a smooth,
conversational style of delivery.
7. Many speakers also transfer their keyword outline to note cards for
easier handling during delivery.
II. Basic Principles of Outlining
Learning Objective 9.2—Explain and apply basic principles of outlining.
A. Guidelines for Developing the Formal Outline
1. Include the Key Elements
a. Speech Title
2. Use a Consistent System
a. Learning a system will help fix in the speaker’s mind the
relationships between ideas and supporting material that the
3. Focus on a Single Idea in Each Main Point
a. Each main point in the body of the outline should contain
4. Coherently Develop Ideas and Supporting Material
a. The outline should accurately reflect relationships between
B. The Keyword Outline: Some Special Considerations
1. Use Words Sparingly
a. Try to write out as little as possible to avoid being tempted
2. Write Out Key Portions of the Speech
Chapter 9: Ideas & Materials for Instruction
a. Write out transitions and other key portions of your speech
to ensure accuracy.
3. Strive for Legible Notes
a. Print or write neatly and boldly.
b. Use a large font on the computer and emphasize important
words in bold.
4. Give Yourself Delivery Hints
5. Consider Your Options
6. Use Speaking Notes Sparingly
a. Feel free to consult the keyword outline openly while
speaking.
b. Hold the cards comfortably or place the full sheet of notes
on the podium.
Chapter 9: Ideas & Materials for Instruction
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Instructional ideas for Chapter Nine
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