Chapter 14
Organizing and Outlining
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CHAPTER OBJECTIVES
• Understand how to organize main points and supporting material in the body of your speech.
• Learn how to develop introductions and conclusions effectively for your speech.
• Be able to create working and speaking outlines
CHAPTER OUTLINE
CHAPTER INTRODUCTION
• The opening scenario of the chapter demonstrates how a student, Carly, did not appropriately
organize her speech, leaving audience members feeling lost and confused. Outlining your
presentation prior to delivering helps you to organize your thoughts and make them flow in a
way that makes sense to your listeners.
• Effective organization shows preparation and enhances a speaker’s credibility. The chapter
begins with guidance in structuring the body of your speech, the part where you present your
ORGANIZING THE BODY OF YOUR SPEECH
• Selecting Your Main Points
The body of your speech should be structured around your main points—those few
ideas that are most important for your listeners to remember.
The body also contains supporting points—materials designed to prove or substantiate
your main points.
Consider your specific purpose.
• Your specific purpose is a concise phrase that expresses the objective of your
speech.
• Each main point you select must relate to the specific purpose of your speech.
Take your audience into account.
• Arranging Your Main Points
After you have settled on your main points, you’ll need to decide the order in which they
will be arranged.
Spatial pattern
• In a spatial pattern, the main points represent important aspects of your topic
that are adjacent to one another in location or geography.
Chronological pattern
• In a chronological (temporal) pattern, you present the information in a time-
based sequence, from beginning to end.
Causal pattern
• Organizing Your Supporting Materials
After you select and arrange your main points, you need to develop (explain and prove)
each one.
Subordination and coordination
• Using subordination means creating a hierarchy of points and their supporting
materials in your speech.
o Main points are the most important (or highest) level of subordination,
and any supporting materials that you use to develop a main point (called
subpoints) are subordinate to that main point.
o There should be at least two subpoints to support each main point.
• Using Organizing Words and Sentences
To make the structure of your speech easy for others to follow, insert organizing words,
phrases, and sentences throughout your presentation.
Transitions
• A transition is a sentence that indicates you are moving from one part of your
speech to the next.
• A good transition includes two elements:
Signposts
• Signposts are words or phrases within sentences that help your audience
understand your speech structure.
• You can use signposts to show that you are at a specific place in your speech (for
example, “My third point is” or “In summary”).
• You also can use signposts to indicate that you are about to cite research
INTRODUCING YOUR SPEECH
• Your introduction creates a first impression of you as a speaker and of your message.
• A good introduction must accomplish many purposes:
Gaining audience attention
Signaling your topic and purpose
Showing the audience what’s in it for them
Tell a story or anecdote.
• Most people love a good story, so opening with one can be a compelling yet
comfortable way to begin your speech.
Offer a striking or provocative statement.
• A compelling fact or idea pertaining to your topic can immediately pull the
• Signal Your Thesis.
Your thesis statement should clearly convey the topic and purpose of your speech.
You can use your topic statement for this purpose.
• Show Your Audience What’s in It for Them.
In this part of your introduction, you clarify why your message is relevant and important
to your listeners.
• Establish Your Credibility.
After audience members know why your topic relates to them, the next question is, Why
should they believe you?
• Summarize Your Main Points.
After making a transition to your conclusion, present a summary, which is a brief
review of your main points.
• Finish with a Memorable Clincher.
End your conclusion with a clincher—content that leaves a lasting impression of your
speech in your listeners’ minds.
Tie your clincher to the introduction.
• If you began your speech with a compelling anecdote or example, consider
extending it in your clincher.
End with a striking sentence or phrase.
OUTLINING YOUR SPEECH
• Your speech outline is a written method of organizing a speech using sentences, phrases, or key
words.
• An outline allows you to show the hierarchy of ideas in your speech—what your main points are
and what material supports each of these points.
• Two Stages of Outlining
The working outline
• A working outline—also called a detailed or preparation outline—is a thorough
outline used to craft your speech.
• It should be relatively detailed to include your entire speech, from attention-
• Outlining the Body of Your Speech
Use proper labeling and indentation.
• Start each main point at the left margin of your working outline, and indicate
each new main point with a roman numeral.
• Label your subpoints with capital letters, and indent them.
Use full sentences or detailed phrases.
• Express main ideas, subpoints, and sub-sub-points in complete sentences or
detailed phrases.
Check for subordination.
• Supporting materials must relate to the main point or subpoint that they support.
Include full information for citations, quotations, and other evidence.
• When you use evidence to support a claim in your working outline, you need to
include a full citation for the source of your evidence—the author, his or her
• Outlining your introduction
There are five main purposes to an introduction. Each of these five elements should be
expressed in complete sentences or detailed phrases so that a reader will understand
what you are planning to say for each part.
The structure of an introduction should look like this:
INTRODUCTION
I. Attention-getter
II. Thesis statement
III. Connection with the audience
IV. Speaker’s credibility
V. Preview of main points
• Outlining Your Conclusion
• Creating a List of Works Cited
Your instructor may require you to include a list of all the research sources that you cited
in your speech, called a Works Cited list.
The Works Cited list should not include sources that you did not read or quote in your
speech.
Your instructor will likely require you to use a particular style for documenting sources.
• Three of the most common styles are those recommended by the American
CREATING YOUR SPEAKING OUTLINE
• Your speaking outline is a brief version of your working outline.
• By limiting your notes to brief words or phrases, you prevent yourself from reading the speech
word-for-word and allow yourself to improvise, choosing fresh words as you speak.
• Formatting Your Speaking Outline
Prepare your speaking outline on 5-inch by 7-inch note cards or on regular 8½-inch by
11-inch paper.
Because you will refer to this outline as needed while delivering your presentation, make
it easily readable.
• Elements of Your Speaking Outline
Your speaking outline should be a condensed version of your working outline that
retains all of your main points, subpoints, and source quotations.
Main points
• Write each main point as a brief phrase, single sentence, or a few key words.
Subpoints and sub-subpoints
• Write just enough to remind yourself of the key idea.
Abbreviations
• If you are directly quoting the author, you need to include the information word
for word.
Difficult words
• If you’ll be using words that are difficult to pronounce or remember, include
them in your speaking outline.
LIST OF KEY TERMS
body
outline
main points
supporting points
spatial pattern
chronological (temporal) pattern
causal pattern
comparison pattern
categorical (topical) pattern
subordination
subpoints
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CLASS DISCUSSION QUESTIONS
1. What organizational patterns could you consider for your speeches when organizing your main
points?
• Students need to understand that their main points must flow in a logical pattern, otherwise
thoughts will be scattered. Have students identify each of the following organizational
patterns, and explain how the aspect of a topic can change based on the organizational
pattern that is chosen:
Spatial pattern: With a spatial pattern, the main points represent important aspects of
your topic that are adjacent to one another in location or geography.
Chronological pattern: With a chronological pattern, you present the information in
a time-based sequence, from beginning to end.
Causal pattern: If your speech is explaining a cause-and-effect relationship, a causal
2. What is the purpose of the attention-getter, and what are the five types of attention-getters used
for an informative speech? Provide an example of each.
• Sometimes students want to begin their speech with an introduction of themselves or a
YouTube clip. I advise that they do not do either. They usually have a difficult time
transitioning into and out of the YouTube clips.
• The authors provide several methods for gaining audience attention, and students should
choose one of the five when presenting their speeches:
Tell a story or anecdote. This must be very brief (no longer than 20 seconds).
Sometimes students ramble when telling stories, but this should be concise and to
the point. Telling a story creates a good visual for the listeners.
3. What makes a memorable conclusion?
• Students struggle with conclusions. Their voices tend to trail off at the end, and they need to
be taught how to end “with a bang.” I’ve advised my classes to envision themselves
“dropping the mic” when they are done and walking off the “stage.” The idea of “drops
mic” tends to help them visualize ending with a great last thought.
• Students need to be taught to summarize their main points one more time before drawing
their speech to a close by employing a memorable clincher. There are several ways to use the
clincher:
4. What is the difference between a working outline and a speaking outline? In what contexts do you
use them?
• Most basic course classes require students to create a full-sentence outline with citations as a
guideline for crafting their formal presentations. Students tend not to like the outline
assignment, but it’s good to reiterate that this outline provides structure for their thoughts so
that they don’t ramble on presentation day. Students also are asked to have their speaking
5. What are some tips for creating your speaking outline?
• Students sometimes are confused about what to include on note cards for their delivery, and
they sometimes ask if there is a limit on the amount of note cards they can use. I advise that
APPLY YOUR SKILLS
APPLY YOUR SKILLS FROM CHAPTER 14
1. Look at the “Apply Your Skills” activity on page 453 in the text. After students complete the
activity, have them answer the following questions, either in a small group, in a class discussion, or
in writing:
• What is the thought process behind “chunking” related ideas together in a speech? Do all of
your ideas relate to the main points? If you find yourself veering off the aspect of your topic,
you’ll need to reevaluate.
MORE “APPLY YOUR SKILLS” IDEAS
1. Review the illustration “Audience Analysis” on page 417 in the text. Why is it important to
conduct an audience analysis prior to giving your speech? How might a speech about Earth Day
2. Review the illustration “Speech Signposts” on page 424 in the text. What is the definition of
signpost, and how does a signpost compare to a highway sign? Where should signposts be placed in
your speech?
3. Review the illustration “I’m sure you’re all wondering why …” on page 426 in the text. Write a
10-second narrative that could be used as an attention-getter related to this illustration. (Students can
make up a speech topic in this scenario, as long as it relates to the illustration.) Create a short story
that captures the audience’s attention to the point where they want to hear more. Share your
narratives with a partner, and then share a few aloud in class.
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PERSONAL WRITING ASSIGNMENTS
1. Have students think of a time when they’ve had to declutter their rooms or homes. How can this
analogy be applied to preparing your thoughts for your speech? What strategies can you use to
declutter your mind to keep your ideas concrete and easy to follow?
2. Have students find an example of an informative speech online. In their essay, have students
identify the speaker, the website where they found their example, and their speech topic. (Example:
Student from Napa Valley College, “How to Make Wine,” YouTube.)
Was the speech ultimately easy to follow? Why or why not? Were any components of the
introduction, body, or conclusion missing?
3. Have students think of a time when they’ve had to complete a research paper where a Works
Cited page was required. (If students have never completed a research project or paper before, ask
CLASSROOM ACTIVITIES
1. Give students 10 minutes for this in-class activity. Before class, as the instructor, take 15 note
cards, and write one random noun on one side of each card. Words can include celebrity names,
2. Using the broad topic of McDonald’s, have students narrow the focus and provide an example of
how they could make a speech using each organizational pattern. Students will choose a narrowed
focus on the topic of McDonald’s, provide three main points, and use five approaches (a spatial
3. Provide students with the following scenario, and give them 15 minutes to complete this activity
on their own: An outbreak of a sexually transmitted infection (STI) is affecting students across the
campus, and you’ve decided to give a persuasive speech on the need for all students to be tested.
You are in the beginning stages of the speech, and you need to come up with a memorable
attention-getter. Provide an example of what you could say for each type of attention-getter for this
topic:
• Tell a story or anecdote.
• Offer a striking or provocative statement.
After students complete the activity, select a few students to share their examples aloud, and discuss
what makes a good attention-getter versus one that isn’t very memorable.
4. Give students 15 minutes to complete this activity. Have students form groups of four or five,
and provide them the following scenario: Assume that you will be delivering a speech on The
History of Food Trucks. Create the elements of the introduction as if you were writing a working
outline:
INTRODUCTION
I. Attention-getter
II. Thesis statement
After students have written their introductions, have each group select a spokesperson to share the
group’s introduction with the rest of the class. Introductions should be about a minute or a bit less.
5. Give students 15 minutes to create a prep sheet for their potential speech topic. On that prep
sheet, have them provide the following information:
• Speech topic (with a narrowed focus)
• Rhetorical purpose
After students have completed this activity, have them partner with a neighbor, and give them
another 10 minutes to talk through their main points. Have them provide some tactful and
constructive criticism to their partners if the main ideas don’t flow. If the listener doesn’t understand
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ADDITIONAL MEDIA RESOURCES AND ACTIVITIES
1. Search for and watch the nine-minute video titled “KP’s Speech Class—Ways to Organize Your
Speech—2009).” Although the speaker in the video offers five organizational patterns, only three of
the five are discussed in this chapter of Let’s Communicate (spatial, categorical or topical, and
chronological). Even so, this source offers an insightful way of “chunking” information as it relates
to speech topics and is a good learning supplement. Have students take out a sheet of paper and
write down the list of words they remember at minute 1:40. Pause the video after the screen fades to
white, and allow them a minute to write down as many of the 15 words as they can remember. Play
the video again, and pause at the 2:40 mark, and have them do the same activity. Can they remember
more words this time? Have them explain why “chunking” ideas are important when public
speaking.
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HANDOUTS AND READY–TO–PRINT ACTIVITIES
Organizational Pattern Exercise
For each topic, identify the correct organizational pattern, write a specific purpose
statement, and write a thesis statement.
1. Woodstock Music Festival
Main point I: Janis Joplin
2. The History of McDonald’s
Main point I: 1930s
3. Preventing the Common Cold
Main point I: Take Vitamin C
4. Types of Twins
Main point I: Identical
5. Campus Tour Route
Main point I: Starting Point Is the Admissions Office