your presentation by telling a story but leave the audience in suspense about its ending.
You can then finish the story in the conclusion of your speech. A particularly effective
way to end a speech is to refer back to your opening statement.
PUTTING IT ALL TOGETHER: SPEECH OUTLINES
The end result of “Step 3: Composing” is a written outline. All the time you put into thinking
about your topic, researching it, writing a thesis, drafting your main points, and organizing
your ideas is reflected in written outlines that you will use in delivering your speech.
• The final part of step three is to develop your written outlines, which include the following:
○ A preparation outline, which details your presentation’s overall structure. Similar to
PREPARATION OUTLINE
• Your preparation outline details your speech’s introduction, body, and conclusion. It also
lists the references you used to develop your speech and your specific purpose and speech
thesis statements. This outline is a great way to keep track of all the information in your
speech.
• You may make several drafts as you practice your speech and add or delete information as
308
○ Use a consistent set of symbols and indentation. Typically, section headings show the
parts of your speech—the introduction, body, and conclusion. Roman numerals designate
your major points for each section; uppercase letters indicate your subpoints. Additional
○ Identify each main point using one complete sentence. This forces you to determine the
best way to communicate each point.
○ Make certain that all subpoints support the main point they sit under. Known as the
principle of subordination, this practice ensures that you’re making valid arguments and
that your claims are well supported and logical.
○ Write your connective words and phrases in the outline, but set them off in parentheses so
that they don’t get confused with your main points or subpoints. They will help you
DELIVERY OUTLINE
• Your delivery outline acts as your “speaker notes” during the actual presentation to remind
you of main points and key phrases. Create your delivery outline after you have practiced
your speech several times using your preparation outline. You can see an example of a
delivery outline on pages 373–375 in your book.
• When you prepare your delivery outline, follow these guidelines:
○ Write it using keywords or phrases. To jog your memory while you’re presenting, include
only words or phrases that trigger the larger ideas you want to convey.
○ Type your notes, and use a font that is large enough for you to read easily. If you must
handwrite your notes, make sure your writing is legible. You don’t want your audience to
CLASS DISCUSSION QUESTIONS
1. Should a speaker’s organizational pattern be clear to an audience? Why or why not?
2. What is the difference between a preparation outline and a delivery outline? Why do
you need both?
3. What should be your three goals when preparing an effective conclusion to your
speech? Why is it important to plan your conclusion carefully?
4. One of the ways you can engage an audience is to use appropriate humor. How
would you define appropriate humor? What factors should you consider before
using humor in a speech?
5. What is a main point? What are the four things to remember when developing your
main points? How should you support your main points in your speech?
• Review the guidelines for developing your main points and the ways to support them.
VIDEO SCENARIOS
HOW TO COMMUNICATE: ELEVATOR SPEECH
This video feature shows students competent communication skills in action based on the
scenario following. The first video illustrates an ideal outcome, whereas the What if?
311
1. Gain attention by identifying the problem that you’re trying to solve, the services you
2. Explain your work using clear language—that which a high school student would
understand.
You might say, “My research focuses on small fish, like anchovies, because they feed on
excessive carbon dioxide found on the ocean’s surface.”
3. Discuss the value of your work and why it is relevant to the person or situation.
4. Take time to compose and rehearse your elevator speech. Find appropriate
opportunities to explain your work or ideas. The more you give the speech, the better you
will get.
You might say, “Hmmm . . . what else should I say next time?”
Instructor Note: Online, students will be asked a multiple-choice question after the first
video. For Chapter 14, it is the following:
Which strategy for keeping listeners engaged is used when the speaker explains how her
research focuses on the feeding patterns of small fish like anchovies?
D. Integrate presentation media
[The * indicates the right answer. Depending if the student answers the question right or
wrong, one of these two feedback options should appear:
Right answer: Congratulations, you are correct!
Wrong answer: Incorrect. Because the speaker has only a limited time to explain what she
does, she focuses on information that is new, or novel, to the college president. This allows her
WHAT IF?
This section challenges students to adapt their skills and communication plans when things
don’t work out as shown previously. Students will view two videos. In each video, the
encounter becomes challenging and students must choose how they would respond based on
the open-ended question.
1. How could you quickly organize your thoughts when you are unprepared and say, “Well,
of course, it’s marine biology. Oh, well, you know that. Sorry.”
2. When you use complicated or vague language, such as “This semester we’ve been
running a lot of data correlating levels of CO2 and the impact on our atmosphere,” how
can you adapt your language to help confused listeners?
You might say, “It may be easier to understand if you think of it like. . . .”
• Discuss the importance of watching the nonverbal behaviors of your listeners. If they
CLASSROOM ACTIVITIES
1. There Must Be a Thousand Creative Ways
Goal: To encourage students to be creative with introductions and conclusions
Time: 60 minutes
1. Select a topic. The more boring or silly the better.
2. Pair up students.
4. Explain that each pair needs to be creative and develop the “attention grabber”
5. Give the pairs 15 or 20 minutes to brainstorm their ideas. Allow them to use media
6. Have each pair present their attention grabbers. Have one student give the
introduction and one student give the conclusion.
2. Exploring Organizational Styles
Goal: To allow students time to explore the five organizational styles and what type of
topic works best with each
Time: 30 minutes
1. Divide the class into groups of three or four.
2. Review the five common organizational styles for speeches. Have groups discuss
3. Once they have completed the exercise, discuss their results. Which style did they
feel fit best with their topic? Could they use another style with the same topic?
3. Impromptu Openings
2. Assign each student a topic.
3. Review the introduction checklist with the class and discuss the importance of
4. Give students 10 or 15 minutes to compose and organize an introduction for their
4. Outline It Puzzle
Goal: To give students an opportunity to become familiar with the format used in
outlining
Time: 30 minutes
1. Select a copy of a speech outline. You can use the one provided in the text or one of
your choice.
3. Divide students into five groups and have them put the speech “puzzle” together.
5. Do I Really Need Two Outlines?
Goal: To help students understand the importance of effective delivery outlines
Time: 45 minutes
1. Make copies of a speech manuscript of your choice.
3. Review the guidelines to preparing an effective preparation and delivery outline.
4. Have students work together to use the provided manuscript to develop both types of
5. Once the groups have completed the exercise, discuss the differences among the
MEDIA RESOURCES
1. KP’s Speech Class: Ways to Organize a Speech
This 9-minute video presented by Krista Price discusses effective ways to organize a
speech with the emphasis of keeping the audience in mind. It is concise and well
2. Great Openings and Closings
Deborah Grayson Riegel discusses how to prepare an effective speech opening and closing
3. The University of Pittsburgh “Speaking in the Disciplines: Student Resources”
For additional student resources on composing speeches, have students visit The
4. The History Channel’s Famous Speeches & Audio
To inspire students on the power of famous well-organized speeches, have students visit
5. Best Film Speeches and Monologues
The Best Film Speeches and Monologues Web site provides audio and written transcripts