Pr E ‘nk what might happen if you tried to build a house without « floor plan f or an architect's blueprint. You place the kitchen next to the driveway to ‘make it convenient for carrying in groceries, But the dintag room tums up a at the other end of the house. When you cook and serve a meal, you hiave to xan with the plates to keep the food from getting cold. You put the bathroom H at the head of the staits to make it accessible to vistors, But the doot opens in stich a way that the unwary guest is catapulted down the steps. You think i's ‘a worderful idea to have almost no interior walls, But when the first snowfall comes, your (unsupported) roof collapses. Plans and blueprints ate essential to architecture. So, too, are outlines essential to effective speeches. An outline is like a blueprint for your speech. Te allows you to see the fall scope and content of your speech at a glance. By outlining, you can judge whether each part of the speech is fully developed, ‘whether you have adequate supporting materials for your main potnts, and whether the main- points are properly balanced. An outline helps you make sure that related Items are together, that ideas flow from one to anothey; that ‘he structure of your speech will “stand up*—and not collapse. Probably you will use two kinds of outlines for your spesches—one very detailed, for the planning stage, and one very brief, for the delivery of the speech. The Preparation Outline Lee. ‘The preparation outline.is just vrbat its name implies—an outline that helps you prepare the speech. Writing a preparation ctfiine means putting your speech together deciding what you will ay inthe introduction, how you will ‘organize the main points and supporting materials Inthe body, and what you vail say in the conclusion; * : GUIDELINES FOR THE PREPARATION OUTLINE preparation outline Over the years, azclatively uniform system for preparation outlines has developed. ‘Adeclledoutinedeeoped Tels explained below and is exemplified tn the sample outline on pages 213-218. uring te procesofspeech You show check with your teacher to see exactly what format you are to follow. preparation tat inde the tite spetcpmpese cental State the Specific Purpose of Your Speech i idea, introduction, mainpsints, me specific statement should be a separate unit that comes before the _ubpoints, connects, tye Teetudin 7 } a outline itself. Inckuding the specific purpose makes it easier to assess iow well ‘conclusion, and bibliography yoy have constructed the speech to accomplish your purpose, faspeec, Identify the Central Idea : Some teachers prefer that the central dea be given immediately after the pur, pose statement. Others prefer that it be given and identified im the text of the | ‘outline, Check to see which your teacher wants. Label the Introduction, Body, and Conclusion | Ifyou label the parts of your speech, you will be sure that you indeed have an Hh {troduction and conclusion amd have accomplished the essential objectives of AW : each, Usually the names of the speech parts are placed in the middle of the Hf) 208 HAPTER 10. OUTUINING THE SPEECHpage ot in the far left margin. They are, technical labels only and are not Included in the system of symbolization used to identify main points and supporting materials. Use a Consistent Pattern of Symbolization and Indentation Jn the most common system of outlining, main points are identified by Roman ‘numerals and are indented equally so as to be aligned down the page. Subpoints (components of the main points) are Identiffed by capital letters and are also indented equally so as to be aligned with each other. Beyond this, there may ‘be sub.subpoints and even substub-subpoints, For exemple: 1. Main point A. Subpoint 4 Subpolnt 4, Sub-subpotnt 2, Sub-sulppotrit a, Sub-sab-subpoint . Sub-sub-subpoint 1. Mato. point A. Subpotnt 4. Sub-subpotnt 2. Sub-subpoint Subpoint 1. Sub-subpoint 2. Subsubpoint ‘The clear visual framework of this outline immediately shows the relationships among the ideas of the speech. The most important ideas (main (points) ate farthest to the left. Les important ideas (subpoints, sub-subpoints, and so on) ate progressively farther to the sight, This pattern reveals the structure of your entire speech. ‘Once you have organized the body of your speech (see Chapter 8), you should have identified the main points, You need only flesh out your outline with subpoints and sub-sebpoints, as necessaiy, to support the main points, But suppose, as sometimes happens, you find yourself with a ist of statements ‘and ate not sure which are main points, which are subpotnts, and so forth. Such a lst might look lke this: ‘There were 13 people at the Last Supper—Jesus and his 12 disciples, (One of the most common sources of superstition Is numbers, {i the United States, 13 4s aften omitted in the floor numbering of hotels, and skyscrapers. ‘The number 13 has meant bad luck as long as anyone can reamember. “Which statement is the main potnt? ‘The second statement (“One of the ‘most common sources of superstition Is numbers"), which is broader in scope than any of the other statements. This would be one of the main ideas of your speech, The fourth statement is the subpotnt; it immediately supports the mato. ‘point. The other two statements are sub-subpolnts; they ilustrae the subpoint. Reaztanged properly, they look like this: visual framework The pattera cf symbolzation and indentation ina speech ‘outline that shows the relationships amongthe speaker dew. The Preparation Outing 209I, One of the most cofamon sources of superstition is numbers. , A. The number 13 has meant bad luck as long as anyone can xeinember, 4, There were 13 people atthe Last Supper—Jesus and his 12 disciples, 2. tn the United States, 13 is often omitted in the floor numbeting of ! hotels and skyscrapers. : Above all, remember that all points at the same level should immedietely support the point that is just above and one notch to the left in your i outline, i i State Main Points and Subpoints in Full Sentences Below are two sets of main potnts an subpotnis for the same speech on the eof tater ne i Inetecive More tetve i mnnectlucas.com I, Montgomery 1. King began his civil rights cazeer in the ti eb famaegyeur ‘Montgomery bus boycott of 1955-1956. ‘entines usetheaseratd = IE, 19605 Tl. Ring’s greatest tumphs came during the Sownetenie : oaty 1500. Spetblrtis doe, A. Birmingham: ‘A. In 1963 he campaigned against segregation | tn itaghensbena, i B. March B. Later that year he participated in the famous march on Washington, D.C. i : 1, 200,000 11, More than 200,000 people took part. 2 ren’ 2. Hing ave ve ee De® Sesh, crrtve tn 1964 nected the Noe! Fae Pais A 1 al yous 1 ing ned eat armed Gang is nal yea an A, Criticized ‘A. He was criticized by more militant blacks : Saag nomteae B. vietnam Tero ptt the war nena. | G pnenaton cms eeu Mampi, Tense, ‘on Apuil 4, 1968, ‘The sample at left might serve as a speaking otline, tt itis virtually use- less as a preparation outline. It gives’only vague labels rather than distinct ideas, t does not indicate clearly the content of the main points and subpotnts. Hl Nor does it xeveal whether the speaker has thought out his or her ideas. But ‘there is no concem about any of these matters with the outline on the right: in sum, a skimpy preparation outline is of little vahie. Stating your main points and subpoints in full sentences will ensure that you develop your ideas fully Label Transitions, Internal Summaries, and Internal Pteviews One wey to make sure you have strong transitions, internal summaries, and ‘internal previews fs to ineinde them in the preparation outline. Usually they are not incorporated into the system of symbolization and indentatton, but are labeled separately and inserted in the outline where they will appeat in the speech. i 218 cHAPTER10 OUTLINING THE sPEECH -As blueprints are esseritl ‘oarchitecture, so.utines axe esseria to speech making, Developiig an tine helps ensure thatthe structure of your speech is dear and coherent. Attach a Bibliography You should incude with the outine a biblogaphy tat shows al the books, biography maagazines, newspapers, and Internet sources you consulted, as well as any Alstofalthe sours wedin ‘nterviews of fild research you conducted, regain aspexc, “The foro major bibliographic formats are those developed by the Modern ‘Asioclation (MLA) and the American Psychological Association (APA), Both are widely used by communication scholars; ask your instructor which he or she prefers. No matter which format you adopt, make sure yout statement of sources 1s clear, accurate, and consistent, For help, tun to page 125 tn Chapter 6, where you will find sample cttatfons for the kinds of sources used most frequently in classroom speeches, Ifyou don't find what you need there, check tbe complete Bibliography Formats in the online Speech i ‘Tools for this chapter at www.connectiacas.com. Give Your Speech a Title, If One Is Desired rnnectlucas.com Im the classroom you probably do not need a title for your speech unless your Seaceen teacher requizes one. In some other situations, however, a speech title Is pctaneorierlipa necessary—ai when the speech is publicized in advance or ls going to be pab- Gorebanmaaly lished, Whatever the zeason, if you do decide to ise a title, #t should (1) be fenritigaty Dulef, (2) attract the attention of your audience, and (8) encapsulate the main asad AGA thrust of your speech, Sands ‘A good ttle need not have what Maulison Avenue would cal "sex appeal”— lots of glitter and pizzazz, By the same token, there ts cetatoly nothing wrong ‘with a catchy titie--as long aa tt Is germane to the speech, Here are two groups of titles. Those on the left are straightforward and descriptive. Those on the right are figurative altematives to the ones on the left, The Preparation Outtine 211a2 7 2] aig Jd] afd ‘atte «oft Co aamimacaa a o/s Jf 4 a|4 ‘Does my speach have & title, iFone is required? Dol state the pectic pupase before the textofthe outline itself? | Do | state the central idea before the text of the outline Itself? Ate the Introduction, body, and conclusion clearly labeled? ‘Are man points and subpoints written tn full sentences? Aro transitions, internal summaries, and internal previews clearly labeled? / Does the outline follow 2 consistent pattem of symbo- Tization and indentation? 1. Does the outline provide a clear visual framework that, shows the relationships among the ideas of my speech? 1. Does the bibliography identify all the sources consulted Inpreparing the outine? Does the bibliography follow the format required by my Instructor? Group 1 Group Unsafe Drinking Water Toxins on Tap ‘Living with Deafness ‘The Sounds of Silence ‘The Rage to Diet ‘The Art of Wishful Shrinking ‘The United States Mint The Buck Starts Here Ganibling Addiction ‘Agatnst All Odds ‘Which group do you prefer? There are advantages and disadvantages to ‘both, Those in the first group clearly reveal the toplc, but they are not as prO- vocative as those in the second gronp. Those in the second group ire sure to “arouse interest, but they do not give as clear an idea of what the speeches are about. ‘There is one other Kind of title you should consider—the question. Phras- Ing your ttle as a quostion can be both descriptive and provocative. Using this method, we can construct a third set of titles combining the Virtues of groups Tand Tr Group HI Is Yout Water Safe to Drink? Can You See What I'm Saying? ‘CHAPTER 10 OUTLINING THE SPEECHDiets: How Effective Are They? « COMMENTARY Stating you specie poxpose and central en separate units before the text ofthe outline makes © exe to face how well you have constructed the outine fo achleve Your put pose snd to communicate your central ia. Labeling the introduction masks trata distinct section that plays a special role in the speech ‘The opening story gets attention and, ax #¢ progresses, reveals the topic ofthe speéch, ‘Hore the speaker establishes her credibility ‘and previews the main points to be discussed §n the body of fhe speech, Including tansitions ensures thatthe speaker hhas worked out how fo comect one idea to ‘the next. Notice thet the transition is not ‘included in the system of symbcltzation and ‘indentation used {or the res ofthe speech. ‘Where Is Making Money a Way of Life? Do You Really Think You Can Beat the Odds? ‘Sometimes you will choose a tile for your speech very early. At other times you may not find one you like until the last minute, Rther way, ty to be resourceful about creating titles for your speeches, Exporiment with several and choose the one that seems most appropriate. SAMPLE PREPARATION OUTLINE WITH COMMENTARY ‘The following outline fora six-mainute informative speech iMlustates the prin- ‘ples just discussed. ‘Ihe commentary explalns the procectures used in organiz- ‘mg the speech and writing the outline, (Check with your teacher to see if she ‘or he wants you to include a title with your outline) OUTLINE t Specific Purpase: To inform my audlence about the nature, ‘extent, and symptoms of pankc attacks Central Idea: Panic attacks are serious medical conditions ‘whose fearful symptoms affect mons of people. Introduction | can't breathe, my arms are tingling, im really dizzy, and Ft fools as if my hearts about to fly out of my chest. |. Whén this happened tp me three years ago at an cutdoot concert, was really frhtened, ‘A. Atthe time, | had tho idea what was going on. ', My doctor tld me later that | had experienced a panic attack, 1H, Thave learnad a fot about my condition during the past, three years, and did adetkional research fo this speed IN, Today | would ike to inform you about the nature of panic attacks, the people affected most often by them, and the options for treatment. (Transition: Let's start with the nature of panic attacks) ‘The Preperation Outline 218Labeling the body marks Stas a dlsthact part of te speech. : ‘Main point Iis phrased as a fal sentence. As the outline progresses, notice that the matn points are arranged in topical ordés, ‘Thetwo sabpaints ofmain point [are shown. ‘by the capital letters A and B and are weitten, cout in full sentences to ensure that the speaker has thought them out fully, Poknts below the level of subpoint are indicated by Arabic numerals and lowercase leters, Some- times they are not written as fall sentences, (Check to see what your texchee prefers, ‘The teanaltion shows how the speaker will move from main potnt Ito matn point I. ‘Like main point, main point Lis phrased as safull sentence, ‘The progressive indentation shows visually the relationships among maiz: points, sub- points, and sub-subpoints, ‘The transition indicates that the speaker is ‘moving to her next main point. ‘This main point, lke the first two, is stated asa full sentence, ‘Notice the pattern of subordinetiom in this seo- ton. Subpoint B notes that eognitivebehavioral ‘therapy isane ofthe options for treating panic attack, Sub-subpolnt 1 Adentifies the kinds of ‘techniques Involved in this therapy. Because items a end b expand upon the techniques ppt they ae subordinated to it, 21h HAPTER 10. OUTLINING THE SPEECH Body |. Panic atacks area severe medical condition with @ num bo of phyla and mental symptoms. 1h As defied oy the Natonl situ of Mental Heat, panic attacks Involve “unexpected and repeated epodes of intense fear eecompanied by physical symptoms." 1. The attacks usualy come out of rowhere and sie when least expected 2 Ther length can vary ftom a fe minutes to several hours. 3. There are @ numberof symptoms comman to mast panic attacks 4. Physkcl symptoms inclde a pounclng heat, short ness of breath, iitheadecness, and numbness or tinglng sensations inthe arms and eg. 2, Mental symptoms Include acute fear, a Sense of sacar or heplesmess, anda feeling of being tached from one's own boxy. (ansition: Now that you know something about the nature of panic attacks, let's [ook at how widespread they are) Wl, Panic attacks affect miltions of people, ‘A. Recording to the American Psychic Assocation, six milion Americans suffer from panic attacks 8. Some groups have 2 higher incidence of pank attacks * than do other groups. +. The National iste oftental Heath reports that ‘ani attacks sree women tic soften as man. 2. Malthe. people who suffer rom panic attacks develop symptoms before the age of 24 (fanstion: Glen the severity of panic attacks, tm sure you are wondering how they can be treated) lt. There are two major options for treating panic attacks. ‘A. One option is medication. 1. Antidepressants are the most frequently prescribed madcation for panic attacks 2, They rearrange the brain's chemical levels so as to got id of unwanted fear responses. 1 Another option is cognitive-behavoral therapy. 1, This therapy involves techniques that help people ~ "with panic attacks galn control oftheir symptoms and feelings. 2, Some techniques Involve breathing exercises. b, Other techniques target thought patterns that can tlager panic attacks.‘Labeling the conclusion marks ikasa distinct ‘part of the speech, ‘Summazizing the main polnts s usally stan: ard procecize nan informative speech, Referning back to the speaker's personal experience mentioned in the intzoduetion ales the speech a sense of unity and pro- ‘des an effective ending. ‘This is the final bibliography. Tt ists the sources actually used in weiting the speech and is shorter than the preliminary bibUGYs, raphy compliedin the early stages ofresesrch (Gee Chapter 6 for a discussion of the pre- ‘isuinary bibliography.) ‘This bibliography follows the 2008 Modern amguage Association (MLA) format. Check ‘with your instructor to see what format you should use for your bisiogzaplyy. 2. Accoting to David Barlow, author of the Clinical ‘Handbook of Psychological Disorders, cognitive behavioral therapy can be highly effective Conclusion | As we have seen, panic attacks affect milfons of people. 1, Fortunately, there are treatment options to help prevent panic attacks and to deal with them when they occur. In my cas, the combination of medication and ‘cognitive-behivioral therapy has been extremely helpful IN, font know If wl ever be completely fee of panic attacks, but at least | understand now what they are and ‘what | can do about them. Bibliography Barlow, David. linia! Handbook of Psychological Disorders, ‘th ed, New York: Guilford Press, 2008. Print, Baskin, Kara. "Not Just Any Old Butterfes." Washington Post® Jan, 2007: Fl, LexisNenis. Web. 23 Oct, 2008. Brontley, Jefe. Calming Your Anxious Mind? How Mindal- ress and Compassion Can Free You fram Anxiety, Fea and Panic, 2nd ed. Oakland, CA: Naw Harbinger Publica- tions, 2007. Pint Choy, Yujuan, “Treatment Planning for Panic Disorder” ‘Psychiatric Times Feb, 2008: 40-44, Pint. United states, Dept, of Health and Human Services ‘Nationa institute of Mental Health, Panic Disorder ‘National institutes of Health 2 Apr. 2008, Web, 23 Oct, 2008. The Speaking Outline “oe “Twas never so excited by public speaking before in my life,” wrote one listener in 1820 after listening to Daniel Webster. “Three or four thmes I thought may ‘temples would burst with the gush of blood. . .. was beside myself, and am so still.”" ‘Such reactions were not unusual among Webster's audiences. He thrilled two generations of Americans with his masterful orattons. Incredible as it seems today, he did so while spealking for several hours gta time, often. without ‘The Speaking Outine — 21