Chapter 7: Organizing And Outlining The Speech Body

CHAPTER 7 ORGANIZING AND OUTLINING THE SPEECH BODY

CHAPTER SUMMARY

This chapter continues the outlining process by describing how to write a thesis statement, main points and section transitions. It also explains how to outline the speech body, focusing on the supporting material and subpoints of the main points. In addition, it discusses the processes need to choose effective main point ideas and appropriate supporting information depending on the length of the speech.

TRANSITION FROM THE 12TH EDITION

Chapter 7 in the 13th Edition includes expanded information about identifying and outlining main points. It also provides more examples illustrating the concepts and processes of outlining. Exhibit 7.1 is new and is designed to enhance student understanding of the relationship between speech goals and thesis statements. All examples and exhibits have been updated to include more accurate information about the world and its current status.

CHAPTER OUTLINE

Introduction (p. 112): If your speeches are well organized, you are more likely to achieve your speech goal. This chapter describes how to (1) identify main points that are implied in your speech goal and write them into a thesis statement; (2) write main point statements; (3) chose an organizational pattern for ordering your main points; (4) develop each main point with supporting material; and (5) create transitional statements that move the speech from one main point to the next.

I. Construct a thesis statement (p. 112-117).

A. Identify main points (p. 112). 1. Main points: complete sentence statements of the two to five central ideas that will be used in the thesis statement. a. The number of main points in a well-organized speech is limited to help audience members keep track of the ideas and to allow each idea to be developed with appropriate supporting material.

143 2. The main point process: a. Begin by listing the ideas you have found that relate to your specific goal. b. Eliminate ideas that your audience analysis suggests this audience already understands. c. Check to see if some of the ideas can be grouped together under a broader concept. d. Eliminate ideas for which you do not have strong support in the sources you consulted. e. From the ideas that remain choose three to five that are the most important for your audience to understand if you are to accomplish your specific speech goal.

B. Write the thesis statement (p. 115-117) 1. Thesis statement: a sentence that states the main points of the speech. a. You will use this sentence as a basis for the transition from the introduction to the body of your speech. b. Your thesis statement provides a blueprint from which you will organize the body of your speech.

II. Outline the body of the speech (p. 118-126).

A. The outline of the body of the speech includes three levels of information: 1. main points (I, II, III); 2. a maximum of two sets of subpoints and sub-subpoints (A, B, C; 1, 2, 3) for some or all of your main points; and 3. the elaboration material you choose to develop your main points and subpoints (a, b, c).

B. You will have to choose what subpoints and supporting information to present. 1. The length of your speech is determined not by the number of main points but by how thoroughly you develop each of them. 2. Each subpoint will be developed through one or more sub- subpoints. 3. And subpoints and/or sub-subpoints may be elaborated with definitions, examples, statisitics, personal experiences, stories, quotations, and other items.

III. Outline main points (p. 119-121). A. The main points are complete-sentence representations of the main ideas that you have identified in your thesis statement.

144 B. Sometimes you may need to reword main points to make them clearer. 1. Is the relationship of each main point statement to the goal statement clearly specified? 2. Are the main points parallel in structure? a. Parallel: when wording of points follows the same structural pattern, often using the same introductory words. b. Parallel structure helps the audience recognize main points by recalling a pattern in the wording.

C. Selecting an organizational pattern for main points (p. 121-124). 1. Your objective is to find or create the structure that will help the audience make the most sense of the material. 2. Time order: organizing the main points of the speech in a chronological sequence or by steps in a process a. Time order is appropriate when explaining how to do something, how to make something, how something works or how something happened. b. Use when the order of the main points is as important as the ideas themselves. 3. Topic order : organizing the main points of the speech by categories or divisions of a subject a. Topic order suggests that of any possible ideas or methods, these two to five things ideas are particularly important. 4. Logical reasons order : organizing the main points of a persuasive speech by the reasons that support the speech goal. a. As you develop your public speaking skill, you may find that will need to revise one of these patterns or create a totally different one to meet the needs of your particular subject matter or audience 5. To organize the body of your speech: a. turn your speech goal into a thesis statement that forecasts main points b. state the main points in complete sentences that are clear, parallel, meaningful, and limited to a maximum of five in number c. organize the main points in the patter best suited to your material and he needs of your specific audience

IV. Identify and outline subpoints (p. 124-126).

A. Identifying subpoints. 1. Identify subpoints by sorting the note cards prepared while conducting research into piles that correspond to each main point.

145 2. The goal is to see what information we have for each main point. 3. Look for relationships between and among ideas. 4. Similar ideas that are linked can be grouped under broader headings.

B. Outlining subpoints. 1. Subpoints should in complete sentences on the outline. 2. They should be revised until they are stated clearly.

C. List Supporting Material. 1. Supporting material : developmental material that will be used in the speech, including personal experiences, examples, illustrations, anecdotes, statistics, and quotations. 2. Choose items to meet the needs of your specific audience. 3. It is the supporting material that elaborates the main points and subpoints of the speech. 4. Speech length involves developing your main points and subpoints.

V. Create section transitions (p. 127-128).

A. Transitions: words, phrases, or sentences that show a relationship between, or bridge, two ideas.

B. Section transitions : complete sentences that show the relationship between, or bridge, major parts of a speech.

C. Section transitions help the audience to follow the organization of the speech. 1. They also help the audience to retain information, because they remember something that are said more than once.

D. If we preview main points in the thesis statement, state each main point and provide transitions, audiences are more likely to follow the speech and retain the information.

E. Section transitions are written in parentheses between each main point.

146 LECTURE IDEAS

1. Have your students complete the exercises in Chapter 9 in the InfoTrac College Edition Student Activities Workbook for Public Speaking, “Organizing and Outlining Your Speech.” You may decide to have these assignments turned in for a grade to reflect the importance of outlining skills.

2. Complete at least one example of Activities #4A, 4B and 4C from the Challenge textbook on the board. This will help students better understand what is expected of them. You could also have them complete all or parts of the above activities for homework and then discuss the results and potential problem areas in class.

3. Examine how other instructors teach outlining skills by visiting http://www.ipl.org/teen/aplus/step4.htm.

DISCUSSION QUESTIONS

1. What is the difference between the outline for your speech and the notes you create for your actual speech delivery? What purpose does each serve? How are they similar? How are they different?

2. Why are organizing and outlining so important? What is the effect of organization on your credibility as a speaker? What is its effect on the way your audience receives and processes the information that you include in the speech?

3. On the board, list several possible speech topics. Ask for volunteers to tell which organizational pattern would be appropriate for one topic and tell why. You could also have students work in groups of 3-4 and have them choose three topics, name the appropriate organizational pattern and tell why.

CLASS ACTIVITIES

Activity #7.1: Writing Main Points and Thesis Statements

Divide students into groups of three or four. Give each group a speech topic or let them choose one from a short list. Have each group brainstorm for three to five central ideas. Have them choose the best three and write three parallel main points and a thesis statement, which forecasts those main points. You may want each group to perform this exercise for several speech topics. When all groups have finished, ask for volunteers to share what they wrote. If a group does not have parallel structure or did not list their main points in their thesis statement

147 have the class revise them or offer suggestions for how to improve the main points and/or thesis statement.

This activity is effective in giving students practice writing parallel main points and a strong thesis statement. It also helps students understand how to apply what they have learned.

NOTE: You can make up fun or timely speech topics. Students appreciate and enjoy fun, creative topics and appreciate the opportunity to be creative and add humor to classroom discussions and activities.

Activity #7.2: Evaluating Main Points and Thesis Statements

Can be used alone or in conjunction with Activity #7.2.

Divide students into groups of three or four. Give each student a list of topics with corresponding thesis statements and main points that need to be revised. Have each group revise the main points, making sure that they have parallel structure. Also, have each group revise the thesis statements, making sure that they forecast the main points. This is a good activity for students to practice writing parallel main points and thesis statements that preview main points.

NOTE: Like the last activity, make this one more fun, by giving them a list of fun speech topics.

Activity # 7.3: Organizing Main Points

Can use in conjunction with Activity #7.1.

On the board, list several possible speech topics, which includes how-to (process or demonstration), expository, and persuasive topics. Divide students into groups of 3-4. Have the groups choose 3 or 4 topics. Then have each group write a specific goal and thesis statement for each topic. Then have each group decide which organizational pattern is appropriate for their topic. Have the groups write their main points in this order and tell why this is the best organizational pattern for the choose topic.

Since there are many tasks required for this activity, you could also make a handout that lists the possible topics and the instructions for this activity.

Activity #7.4: Evaluating and Outlining Famous Speeches

For homework, have students find speeches using InfoTrac in Vital Speeches or other publications. Have them outline one speech and evaluate the organization,

148 making suggestions where the organization could improve and explain why the speech was effective/ineffective.

Activity #7.5: Identifying Main Points (Activity 4A p. 114 in Challenge)

Give this as a homework assignment to help students work through their speech assignment. Remind students to use their Challenge of Effective Speaking CD- ROM to access Activity 4A.

1. List all of the ideas you have found that relate to the specific purpose of your speech. 2. If you have trouble limiting the number, do the following: a.Draw a line through each of the ideas that you believe the audience already understands, or that you have no information to support, or that just seems too complicated. b.Combine ideas that can be grouped together under a single heading. 3. From those ideas that remain, choose the two to five you will use as main points in your speech.

Activity #7.6: Writing a Thesis Statement (Activity #4B p. 117 in Challenge)

Give this as a homework assignment. You could use this in conjunction with Activity #7.5. Students can also view a student sample of this activity. Remind them to use their Challenge of Effective Speaking CD-ROM to access Activity 4B.

The goal of this activity is to use your specific goal statement and the main points you have identified to develop a well-worded thesis statement for your speech.

1. Write the specific goal you developed in Activity 4A. 2. List the main points you identified in Activity 4A. 3. Now write a complete sentence that combines your specific goal with your main point ideas.

Activity #7.7: Writing a Thesis StatementsUsing Speech Builder Express

For homework, direct the students to the Speech Builder Express website, accessed through the Challenge CD, and have them complete Step 2, “Thesis Statement.” When finished, students should export their work to a Word document to be turned in to the instructor.

149 Activity #7.8: Developing the Main Points of Your Speech (Activity #4C p. 123 in Challenge)

Give this as a homework assignment to help students work through their speech assignment. It can be used in conjunction with activities 7.5 and 7.6. Remind students to use their Challenge of Effective Speaking CD-ROM to access Activity 4C.

The goal of this activity is to help you phrase and order your main points. 1. Write your thesis statement. 2. Underline the two to five main points identified in your thesis statement. 3. For each underlined item, write one sentence that summarizes what you want your audience to know about that idea. 4. Review the main points as a group. a.Is the relationship of each main point statement to the goal statement clearly specified? If not, revise. b.Are the main points parallel in structure? If not, consider why and revise. 5. Choose an organizational pattern for your main points. 6. Identify the pattern you have used.

Activity #7.9: Outlining

Divide students into groups of three or four. Provide enough copies of the following outline for all students. (Before duplicating, the words, letters, and symbols in the left-hand column should be covered. Then cut each outline apart so that each item is a separate entity.) Each member of the class should receive one complete cut-up outline. (If you choose to allow students to work in small groups, each group needs one complete cut-up outline.) The goal is to organize the outline into its original form, complete with Roman numerals and letters.

SPEECH OUTLINE

Goal I want the audience to understand the three steps involved in executing a jump shot.

Intro Introduction I. How many of you enjoy watching or playing basketball?

II. The most common shot you will see is the jump shot.

Thesis The three steps that are required to shoot a jump shot are to square yourself to the basket, balance properly, and make a shot properly.

Body Body I. Square yourself to the basket.

A. Face the basket with ball in hand

B. Make sure that the line of your shoulder is perpendicular to the line to the basket.

II. Balance yourself.

A. Your feet should be spread comfortably.

B. The foot on the side of your shooting hand should be slightly ahead of the other.

III. Deliver the ball smoothly.

A. The ball should be resting in the palm of your shooting hand.

B. Your eyes should be on a spot just over the rim.

C. Jump vertically

D. At the highest point of the jump, push the ball in an arc.

E. Follow through with your shooting hand.

Con Conclusion I. A good jump shot is a necessity for a player at any level.

II. Remember to square yourself to the basket, balance

151 properly, and deliver the ball smoothly.

152 WORKSHEET: WRITING MAIN POINTS

Instructions: A student is preparing an informative speech on male pattern baldness with the speech goal: "I want my audience to understand the main effects of male pattern baldness." Below are three main points for the speech. They are not written in appropriate form. Your task is to rewrite each point keeping in mind that each main point in the outline should (1) be written as a complete sentence, (2) be written in language parallel to the other main points and (3) express a general, major concept or idea (not specific detail or supporting material).

I. According to Newsweek magazine, March 8, 1993, serious health risks, especially heart attacks, may be associated with male pattern baldness.

II. Psychological effects

III. People with male pattern baldness have added economic burdens because they spend large amounts of money on cures and hairpieces.

REWRITTEN MAIN POINTS

Now, using a thesis statement you wrote for a speech topic, write the fragments of the main points you included in the preview portion of the thesis as complete main points.

Sample Thesis:

153 Writing Main Points Worksheet, page 2

Questions to Test Your Main Points 1. Is each main point a full sentence with subject, verb, and period?

Yes ( ) No ( )

2. In each set of main points, underline the words that were repeated in each main point to create parallelism.

Did you underline at least a phrase in each main point?

Yes ( ) No ( )

3. Have you included any supporting material (detail) in any main point?

Yes ( ) No ( )

154 Speech Preparation Action Step Activity Forms:

Speech Preparation Action Step Activity 4.1

Writing Thesis Statements

The goal of this activity is to develop a well-worded thesis statement for your speech.

1. Write the specific goal you developed from Speech Activity 1.4:

2. Does your speech goal list a specific number of ideas? (y / n)

3. If yes, list the ideas and move to item 6:

4. If no, based on your research, identify and list the specific ideas your audience must learn about if you are to reach your speech goal:

5. Review this list and identify items that can be grouped together under a larger category. Then select the 2 to 5 items that your research suggest are the most important for this audience to understand:

6. After identifying the specific ideas that must be communicated to your audience in order to reach your goal, write a thesis statement that incorporates these ideas:

155 Speech Plan Action Step Activity 4.2

Determining the main points of your speech.

The goal of this activity is to help you develop your main points.

1. Write your thesis statement:

2. Underline the 2-5 specific ideas identified in your thesis statement that you want to communicate to your audience in order to achieve your goal.

3. For each underlined item, write one sentence that summarizes what you want your audience to know about that idea.

4. Review the main points as a group.

4A. Are main points clear? If not consider why and revise:

4B Are the main points parallel in structure? If not consider why and revise:

4C Are the main points Meaningful? If not consider why and revise:

5. Decide how to order these main points. Write the main point statements in an order that will aid audience members in understanding your thesis and help you reach your goal.

Identify the type of order you have used:

156 GLOSSARY OF KEY TERMS logical reasons order: organizing the main points of a persuasive speech by the reasons that support the speech goal main points: complete sentence statements of the two to five central ideas that will be used in the thesis statement parallel structure: when wording of points follow the same structural pattern, often using the same introductory words. section transitions: complete sentences that show the relationship between, or bridge, major parts of a speech supporting material: developmental material that will be used in the speech, including personal experiences, examples, illustrations, anecdotes, statistics, and quotations thesis statement: a sentence that states the main points of the speech time order: organizing the main points of the speech in a chronological sequence or by steps in a process topic Order: organizing the main points of the speech by categories or divisions of a subject transitions: words, phrases, or sentences that show a relationship between, or bridge, two ideas

157 TEST QUESTIONS CHAPTER 7

Multiple Choice

1. You are more likely to achieve your speech goal if .

a. you have good eye contact with your audience b. you tell the audience what your speech goal is before you speak c. your speech is organized d. you have many examples and illustrations

ANS: c SEE PAGE 112

2. Main points are .

a. complete sentence statements of the three to five central ideas b. part of the supporting material c. where you cite the sources for your information d. part of the introduction

ANS: a SEE PAGE 112

3. A thesis statement is .

a. a sentence that states the main points of the speech b. the same as a speech goal c. a sentence that states only your topic d. a sentence that concludes your speech

ANS: a SEE PAGE 115

4. A thesis statement is used as a transition from to .

a. the introduction to the body of your speech b. the body of your speech to the introduction c. main point one to main point two d. the body of your speech to the conclusion

ANS: a SEE PAGE 115

158 5. A thesis statement provides a blueprint from which you will your speech.

a. organize b. plan c. determine the topic of d. none of the above

ANS: a SEE PAGE 115

6. The length of your speech is determined by .

a. the number of main points b. how thoroughly you develop each of your main points c. how slowly you speak d. how long your introduction and conclusion are

ANS: b SEE PAGE 118

7. An example of an elaboration is .

a. definitions b. examples c. personal experiences d. all of the above

ANS: d SEE PAGE 118

8. When the same sentence structure or introductory words are used, it is .

a. parallel structure b. grammatically correct c. good writing style d. none of the above

ANS: a SEE PAGE 118

159 9. Parallel structure helps the audience recognize main points by recalling .

a. the information stated b. the thesis statement c. a pattern in the wording d. the introduction

ANS: c SEE PAGE 120

10. Creating a structure or organizing your speech .

a. helps the audience make sense of the material b. confuses the audience c. separates you and your audience d. helps the fluency of your speech

ANS: a SEE PAGE 121

11. Organizing main points in a chronological sequence or by steps in a process is known as .

a. time order b. topic order c. logical reasons order d. none of the above

ANS: a SEE PAGE 121

12. Organizing the main points of the speech by categories or divisions of a subject is called .

a. time order b. topic order c. logical reasons order d. other

ANS: b SEE PAGE 122

160 13. Organizing the main points of a persuasive speech by the reasons that support the speech goal is known as .

a. time order b. topic order c. logical reasons order d. other

ANS: c SEE PAGE 122

14. Like main points, sub-points should be .

a. in complete sentences b. obvious c. forecast in your thesis statement d. key words only

ANS: a SEE PAGE 124

15. Developmental material that will be used in the speech, is the .

a. main points b. speech body c. supporting material** d. introduction and conclusion

ANS: c SEE PAGE 126

16. Personal experiences, examples, illustrations and quotations are examples of .

a. main points b. supporting material c. material only for the introduction d. types of introductions

ANS: b SEE PAGE 126

161 17. Words, phrases, or sentences that show a relationship between, or bridge, two ideas are .

a. main points b. supporting material c. section transitions d. transitions

ANS: d SEE PAGE 127

18. Complete sentences that show the relationship between, or bridge, major parts of a speech are .

a. main points b. supporting material c. section transitions d. transitions

ANS: c SEE PAGE 127

19. Section transitions help the audience to .

a. retain information b. follow the organization of the speech c. neither d. both a and b

ANS: d SEE PAGE 127

20. Previewing main points in the thesis statement, stating each main point clearly and providing transitions will .

a. help the audience follow the speech and retain the information b. overwhelm the audience with too much information c. make your speech boring d. none of the above

ANS: a SEE PAGE 128

162 True-False

21. T F The number of main points should be limited to help audience members keep track of the ideas.

ANS: T SEE PAGE 112

22. T F Main points should always be in complete sentences on your outline.

ANS: T SEE PAGE 112

23. T F Thesis statements should always state the main points of your speech.

ANS: T SEE PAGE 115

24. T F Thesis statements should be used to transition from the body of the speech to the conclusion.

ANS: F SEE PAGE 115

25. T F The length of the speech depends solely on how many main points you have.

ANS: F SEE PAGE 118

26. T F Parallel structure helps your audience to recognize main points by recalling a pattern in the wording.

ANS: true SEE PAGE 120

27. T F Organizing your speech does nothing to help your audience retain information, so it is a waste of time.

ANS: F SEE PAGE 121

28. T F Topic order organizes your main points in a chronological sequence or by steps in a process.

ANS: F SEE PAGE 122

163 29. T F Unlike main points, sub-points should not be in complete sentences.

ANS: F SEE PAGE 124

30. T F Section transitions help the audience to follow the organization of the speech.

ANS: T SEE PAGE 127

ADDITIONAL RESOURCES

Cahill, B. (2004). Speech! Speech! Writing, 27(2), 12-14.

Carpenter, L. (2003). Write a speech. Texas Monthly, 31(7), 84-86.

Davis, K. (2004). Write a stellar speech. Writing, 26(5), 14-16.

Kennedy, J. F. (2004). Star-quality speeches. Writing, 26(5), 12-16.

Scully, M. (2005, February 2). Building a better state of the union address. The New York Times, p. A21.

164 165