Speech Chapter 10 Organizing Your Presentation Objectives And Integrator Guide After Reading And

Chapter 10: Organizing Your Presentation

Chapter Objectives and Integrator Guide

After reading and thinking about this chapter, students should be able to:

Objective

Resources

1. Explain the five functions an

effective introduction fulfills.

Key Terms: Introduction.

In the Text:

Page Reference: pages 203–207

Figure 10.1: The Five Functions of Introductions

Study Question 1 (p. 223)

IM Resources:

Discussion Starter 1: Gaining the Attention of your Audience

Activity 10.1: Writing the Introduction

Activity 10.2: Establishing Credibility

Activity 10.3: Verbal and Nonverbal Influences on Credibility

Activity 10.4: Immediate and Long-Range Goals

2. Describe the six principles

for outlining the body of a

presentation.

Key Terms: Body, outline, main

points, subpoints, rough draft,

sentence outline, a key-word

outline, time-sequence pattern,

cause/effect pattern,

problem/solution pattern, topical-

sequence pattern, transition, and

In the Text:

Page Reference: pages 207–217

Sample Outline: Rough Draft Outline for “Workplace Diversity”

(p. 209)

Sample Outline: Rough Draft Outline for “Citizen Journalism” (p.

210)

Sample Outline: Sentence Outline for “Why All College

Students Should Eat Breakfast” (pp. 211-212)

Sample Outline: Key-Word Outline for “The Youth Vote” (pp.

212-213)

Table 10.1: Four Common Organizational Patterns for the Body

Table 10.2: Examples of Transitions

Table 10.3: Examples of Signposts

Study Question 2 (p. 223)

IM Resources:

Discussion Starter 2: Organizational Patterns and Topic

Exploration

Activity 10.5: Preparing the Outline

Activity 10.6: Which Organizational Pattern Do I Use?

Activity 10.7: Building an Outline

3. Explain the four functions an

effective conclusion fulfills.

Key Terms: Conclusion.

In the Text:

Page Reference: pages 217–220

Figure 10.2: The Four Functions of a Conclusion

Considering Media: Learn to Easily Store and Organize Your

Website Links (p. 218)

Sample Outline: Sample Conclusion about Cell Phones and

Teens (p. 219)

Skill Builder: Critique Your Speech Introduction and Conclusion

Together (p. 220)

Study Question 3 (p. 223)

IM Resources:

Discussion Starter 3: Lasting Conclusions

Activity 10.8: Writing the Introduction and Conclusion

4. Demonstrate an

understanding of the purpose

of a reference list.

Key Terms: References.

In the Text:

Page Reference: pages 221–222

Challenge Yourself: Once I find out what I’m going to say or

write, how do I organize my thoughts in a reasonable

manner? (p. 221)

Study Question 4 (p. 223)

IM Resources:

Discussion Starter 4: Orally Citing References

Activity 10.9: Write, Cite, and Organize

Chapter Outline

I. The Introduction

The introduction is the first part of your presentation. Within the first few minutes,

the audience decides if they will listen to a presentation.

A. Gaining and maintaining audience attention

i. Bring to the presentation the object or person about which or whom

you are going to speak.

ii. Invite your audience to participate

iii. Let your clothing relate to your presentation

iv. Exercise your audience’s imagination

v. Start with sight or sound

vi. Arouse audience curiosity

vii. Role-play

B. Arousing audience interest: The best way to arouse audience interest in a

topic is to show how the topic is related to them.

C. Stating the purpose or thesis

i. People learn more and are more likely to be persuaded when they

know the speaker’s goal.

iii. A thesis statement is a complete sentence that reveals the content

of your presentation.

iv. The purpose of your speech explains the purpose of your speech in

terms of the audience.

D. Establishing your qualifications

i. Describe any special qualifications you have to enhance your

credibility.

1. Your experience

3. The experts you interviewed

4. Your own education and training in the subject

ii. Simply stating that you read about the topic or that you studied a

topic in high school is insufficient to establish credibility.

E. Forecasting development and organization

i. The forecast previews the main points you plant to cover.

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ii. You might want to forecast the development and organization of

your speech just after you have stated the thesis statement since it

is an expansion on the thesis statement.

F. Avoid common introduction mistakes

i. Do not start talking until you are up in front and settled.

ii. Do not simply announce your topic.

II. The Body

The body of a presentation is the largest part of the presentation, in which you

place your arguments and ideas, your evidence and examples, your proofs and

illustrations, and your stories and testimonials.

A. The principles of outlining

i. An outline is a written plan that uses symbols, margins, and content

to reveal the order, importance, and substance of your speech.

ii. An outline is used to prepare your speech and it is not to be used in

the delivery of the presentation.

iii. Effective outlining follows six principles:

1. Link the outline to the purpose: all of the items of information

2. Your outline is an abstract of the message you will deliver:

3. Each sentence in the outline is a single idea: the outline

4. Your outline symbols signal importance:

a. The main points, or most important points, are

5. Your outline margins signal importance: Items that you

6. Use parallel form: If you are writing a sentence outline, all of

your statements should be full sentences. If you are doing a

rough draft, all of your statements should be fragments.

B. The rough draft

i. Before beginning your rough draft make sure you have done three

things:

2. Find arguments, examples, illustrations, quotations, stories,

3. Narrow your topic so that you can select the best materials

from a large supply of available items.

ii. A rough draft of your outline is a preliminary organization of the

outline with usually a limited number of main points.

iii. Then connect your resources and ideas to the preliminary main

points. Your resources should support these main ideas.

Assemble your main points, subpoints, and sub-subpoints for your

speech with your audience and purpose in mind.

C. The sentence outline

i. A sentence outline consists entirely of complete sentences.

ii. It does not contain all the words that will be delivered in a speech.

It does, however, provide a complete guide to the content.

D. The key-word outline

i. A key-word outline is an outline consistent of important words or

phrases to remind you of the content of the speech.

ii. This outline shrinks the ideas in a speech considerable more than

does a sentence outline.

E. Organizational patterns

i. The time-sequence pattern is a method or organization in which the

presenter explains a sequence of events in chronological order.

of view by addressing the advantages, disadvantages, qualities,

and types of a person, place, or thing.

F. Transitions and signposts

i. A transition typically includes s brief flashback and a brief forecast

that tells your audience when you are moving from one main point

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ii. Signposts are ways in which a presenter signals to an audience

where the presentation is going. Signposts can be as brief as a few

words.

1. “First I will illustrate…”

3. “Finally, we will…”

G. Tips for using note cards

i. Write instructions to yourself on your note cards.

ii. Write on one side of the cards only.

iii. Number your note cards on the top, so that you are unlikely to

confuse their order.

iv. Write out items that might be difficult to remember.

v. Practice delivering your presentation at least two times using your

notecards.

III. The Conclusion

The conclusion is the end or final part of the speech.

A. Warns the audience that the end of the presentation is near

B. Reminds the audience of the central idea and the main points of a

message.

C. Specifies what audience members are expected to think or do as a result

of the presentation.

D. Ends the presentation in a manner that makes audience members want to

think or do as recommended.

IV. The References

A. The references are the sources used in a presentation.

i. Each entry in your references should written according to a uniform

B. References are included in the written document and not read during a

speech.

i. Oral citations are abbreviated source information credited during a

speech.

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Discussion Starters

1. Gaining the Attention of your Audience: One critical function of your introduction

is to gain the attention of your audience. Consider speeches that you have heard.

2. Organizational Patterns and Topic Exploration: The chapter outlines four general

patterns that might be useful for organizing your main points (time-sequence,

cause/effect, problem/solution, and topical-sequence). Work with a peer to think

3. Lasting Conclusions: Consider compelling conclusions to speeches that you have

heard. What are some examples of effective ways to wrap up a speech? Can you

4. Orally Citing References: What do you think when you listen to an entire speech

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Activities

ACTIVITY 10.1 WRITING THE INTRODUCTION

Purpose: Students should be able to prepare an introduction using different attention–

getting techniques; to discuss the effect of each type of introduction on the audience’s

acceptance of and interest in the speech; and to describe the factors that determine the

appropriate technique.

Procedure: Tell students to select and limit a specific topic for a classroom speech.

Distribute copies of the following instructions to the students:

SPEECH INTRODUCTIONS

Some methods for introducing your topic follow. Prepare an introduction to your speech

using each of the methods listed.

1. A striking quotation from a magazine, book, or interview

3. An action or demonstration

5. A question or questions to arouse the audience’s interest through active participation

When everyone has finished, divide the students into groups of five and have group

members share their introductions. The students should note the feedback given and

the interest shown by the other members of the group. The groups should focus on the

Debriefing: This activity provides the student with experience in preparing introductions

using various techniques. The uses and guidelines of effective introductions are

clarified. The activity is also preparatory to a classroom speech.

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ACTIVITY 10.2 ESTABLISHING CREDIBILITY

Purpose: Students should be able to demonstrate the ability to establish their own

credibility, relating the demonstration to each of the aspects of credibility; to discuss the

differences and similarities of the aspects of credibility; and to describe ways in which

the introduction to a speech can help to establish a speaker’s credibility.

Procedure: Each student should write a personal introduction that might be used to

establish his or her credibility about a particular topic. An appropriate topic might be the

student’s hobby or special interest, major, or place of residence. The introduction should

After each student has prepared an introduction, divide the students into groups of five.

Each student should then deliver his or her introduction to the other group members.

The listeners should offer critical, constructive comments about whether the speaker

covered each aspect of credibility. If time permits, have each student deliver an

introduction to the entire class.

Debriefing: This activity is preparatory to delivering a classroom speech. It illustrates

the aspects of credibility and the strategies for establishing a speaker’s credibility. The

students should be able to practice some of their speech skills during this exercise and

thus become more confident about delivering a complete speech.

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ACTIVITY 10.3 VERBAL AND NONVERBAL INFLUENCES ON CREDIBILITY

Purpose: Students should be able to discuss the relative contributions of verbal and

nonverbal behavior to credibility; and to define each aspect of credibility in terms of

specific verbal and nonverbal behavior.

Procedure: Show the class a five-minute segment of a videotape recording or film of a

public speech (campaign speeches, campus speeches, advertisements, or videotapes

of student speakers will do). Do not tell the students anything about the speaker. Show

Read the following directions to the students after each presentation of the film:

On your “Credibility Rating Form,” indicate how you rate the speaker by writing a

number from 1 (low) to 5 (high) beside each characteristic. For example, if you

think that the speaker was very charismatic, write 5; if only average, write 3; if

uncharismatic, write 1.

Summarize the ratings through a show of hands, and record the data on the board. The

discussion should focus on the differences among the three sets of ratings. The

differences between the “sound only” and the “picture only” versions may be especially

noticeable. The students should identify specific verbal and nonverbal behavior that led

Debriefing: This activity explores the relationship between the aspects of credibility and

the appearance and delivery of the speaker, as well as the verbal content of the speech.

The students learn how to become more credible when they deliver their own speeches

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CREDIBILITY RATING FORM

Sound only

Picture only

Both

Charisma

Co-orientation

Expertise

Trustworthiness

Dynamism

Competence

Sincerity

Commitment

Empathy

Strength

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ACTIVITY 10.4 IMMEDIATE AND LONG-RANGE GOALS

Purpose: Students should be able to differentiate between immediate and long-range

goals and purposes; and to discuss the uses of immediate and long-range goals.

Procedure: Distribute the “Goals: A Questionnaire” form to each student. The students

should complete the questionnaire independently and be able to defend their answers.

GOALS: A QUESTIONNAIRE

Indicate on the blanks to the left of each statement whether the statement represents an

immediate goal (A) or a long-range goal (B).

___ To have the audience state three principles of good health

___ To get the audience to volunteer

___ To practice principles of good health

___ To inform audience members about two places where they might find summer

work

___ To start eating more nutritious foods

___ To teach audience members

___ To be intelligent consumers

Divide the students into groups of five. Group members should compare their answers

and resolve any differences. Each group should then announce its answers to the class.

As a class, the students should discuss any differences in the answers. They should

identify criteria to ascertain whether a purpose is immediate or long-range. The

Debriefing: This activity illustrates the differences between immediate and long-range

goals of a speech. The students should be able to recognize the importance of

establishing both an immediate purpose and a long-range goal for a classroom speech.

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ACTIVITY 10.5 PREPARING THE OUTLINE

Purpose: Students should be able to choose an appropriate organizational pattern for a

topic of their choice; to develop a coronal outline; and to develop a functional outline.

Procedure: Assign the following homework: Each student should choose a topic in

which he or she is interested, limit the scope of the topic, and prepare a statement of

purpose. The activities for topic selection can serve as a basis for this exercise. After

selecting a topic, the students should prepare a complete outline of the speech. The

The students should discuss and assess each other’s work. Specific errors should be

pointed out and appropriate corrections made. Other items the students should consider

are: Were the major functions of the outline included and correctly identified? Was the

pattern of organization appropriate for the purpose, the topic, and the audience?

Debriefing: This activity allows the students to practice organizing and outlining a

specific speech. In addition, it prepares the students for developing a classroom

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ACTIVITY 10.6 WHICH ORGANIZATIONAL PATTERN DO I USE?

Purpose: Students should be able to differentiate among the various organizational

patterns and to specify the most appropriate organizational pattern for a specific topic.

Procedure: After a discussion of the patterns of organization, distribute the following

“Which Organizational Pattern Do I Use?” form to each student. Each student should

complete the form independently.

WHICH ORGANIZATIONAL PATTERN DO I USE?

Examine the topics that follow, and decide whether the best pattern of organization for

the topic and your audience would be: (a) a time-sequence pattern, (b) a topical–

sequence pattern, or (c) a problem-solution pattern. Be ready to defend your answer.

___ 1. The benefits of higher education

___ 2. The causes of inflation

___ 3. Building a birdhouse

___ 4. Organizing a speech

___ 5. Maintaining a bicycle

After all the students have completed the form, the class should discuss the factors that

influence the choice of organizational patterns. Of primary importance is the purpose of

the speech. The students should discover that most of the topics can be organized

Debriefing: This activity enables the students to gain practice in determining

organizational patterns for various topics and purposes. It is preliminary to preparing the

classroom speech and to understanding the principles of informative and persuasive

speeches. A review of topic selection and statements of purpose may help the students

to apply the principles of organization.

ACTIVITY 10.7 BUILDING AN OUTLINE

Purpose: Students should be able to organize statements coherently; to organize

statements into an outline that meets the criteria for good form; and to discuss the

relationship between main and subordinate ideas.

Procedure: Distribute the following collection of statements to each student:

1. Eye contact is an important skill for public speakers.

3. Speakers can judge an audience’s interest by its nonverbal behavior.

5. Speakers should talk from notes rather than from manuscripts.

7. Speakers should avoid “false” eye contact.

9. Looking over people’s heads is not an effective way to establish rapport with an

audience.

11. Speakers can ascertain their listeners’ comprehension through their facial

expressions.

13. There are three ways in which speakers can improve their eye contact with an

audience.

15. Speakers should look at an audience frequently.

17. Juries may decide a person is guilty because he or she won’t look at them.

18. People judge a speaker’s honesty and trustworthiness partially through the

speaker’s use of eye contact.

2. Juries may decide a person is guilty because he or she won’t look at them.

B. Eye contact allows the speaker to perceive audience feedback.

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2. Speakers can ascertain their listeners’ comprehension through their facial

expressions.

II. Three components of eye contact are essential to effective delivery.

1. Glancing at the audience does not allow a speaker sufficient time to

establish eye contact.

3. Staring at one person or one segment of the audience makes the rest of the

audience feel excluded.

The students should compare their outlines and discuss reasons for any discrepancies.

The discussion should focus on the correct form of the outline in terms of indentation

and the correct use of outline numbers and letters, on the differentiation between main

and subpoint ideas, and on the organizational pattern used.

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ACTIVITY 10.8 WRITING THE INTRODUCTION AND CONCLUSION

Purpose: Students should be able to demonstrate the ability to prepare an introduction

and conclusion; to identify the functions of an introduction and a conclusion; and to

discuss techniques of beginning and ending a speech.

Procedure: Have each student prepare an introduction and a conclusion for a speech,

using the outline prepared for activity 12.5. The students should be as creative as they

wish, but they should incorporate the principles of effective introductions and

conclusions.

When the students are finished, they should share their work with each other. The

introductions and conclusions should be analyzed to determine whether they follow the

guidelines in the text. Especially important are the relevance of the materials to the body

speaker’s credibility? Did it preview the content and purpose of the speech? Was there

a suitable transition into the body? Was there a smooth transition from the body to the

conclusion? Was the summary complete and clear? Was the final statement moving?

Debriefing: This activity provides the students with practice in preparing an introduction

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ACTIVITY 10.9 WRITE, CITE, AND ORGANIZE

Purpose: Students should be able to secure and organize references based on a

particular speech topic.

Procedure: The instructor should distribute sample speech topics to small groups.

Each group will be responsible for locating at least five references relevant to the

The instructor should focus the discussion on the way group references were

constructed, noting the degree of reference accuracy. Groups should be prepared to

evaluate their own reference list in front of the class.

Debriefing: This activity is an effective one to use as an introduction to accurate