DeVito Essentials Exercises Ch. 12
1.
The Motivated Sequence
The motivated sequence is a pattern for organizing a speech (McKerrow, Gronbeck,
Ehninger, and Monroe 2000). It was developed by communication professor Alan H. Monroe in
the 1930s originally as a way to organize sales presentations. Now, it’s widely used in all sorts of
oral and written communications. In fact, you’ll probably find that you can analyze almost any
persuasive message—from political speeches to television advertisements to Internet ribbon ads—
in terms of the motivated sequence.
The motivated sequence is especially appropriate for speeches designed to move listeners
to action (to persuade your listeners to do something). But, you’ll also find it useful for
informative speeches as well.
The organizational patterns we already discussed provided ways of organizing the main
ideas in the body of the speech. There it was recommended that you divide your speech into three
parts: introduction, body, and conclusion. The motivated sequence organizes the speech into five
parts or steps:
Step 1, attention: Gain your listeners’ attention.
Step 2, need: Demonstrate that there’s a problem, that your listeners have a need.
Step 3, satisfaction: Show how your listeners can resolve this problem or satisfy this
need.
Step 4, visualization: Show your listeners what things would be like with this problem
eliminated, with this need satisfied.
Step 5, action: Tell your listeners what they must do to resolve the problem, to satisfy the
need.
While walking down the street one day, I overheard a young boy with a shoe-shine box
call out to a wall street type executive:
Hey, man. You look great. But, your shoes are a mess. You don’t want to walk into an
interview with mud on your shoes, do you? I can fix that for you. You’ll look a lot better
for that interview if you had shined shoes. Sit right here and I’ll polish them up.
In this brief “advertisement” the young boy executed all 5 steps of the motivated sequence:
Hey, man. You look great. [Attention: caught the attention of a passerby with a simple
compliment] But, your shoes are a mess. You don’t want to walk into an interview with
mud on your shoes, do you? [Need: demonstrated that the man had a problem, that a need
for change existed] I can fix that for you. [Satisfaction: told man that the problem can be
corrected] You’ll look a lot better for that interview if you had shined shoes.
[Visualization: showed how things would be better if the problem was resolved] Sit right
here and I’ll polish them up. [Action: told the man what he had to do to resolve the
problem, to satisfy the need]
Let’s look at each of these steps in more detail and illustrate the strategies you might use
in performing each step and how these might be expressed in actual speeches.
Step 1. Gain Attention
DeVito Essentials Exercises Ch. 12
In this step you gain the audience’s undivided attention and get them to focus on you and
your message. If you execute this step effectively, your audience should be anxious and ready to
hear what you have to say.
Strategies and Examples for Gaining Attention
Consider these three ways to gain attention.

Use one or more of the many attention-gaining devices. Among those you might use
are:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Ask a question (rhetorical or actual).
Make reference to audience members.
Make reference to recent happenings.
Use humor.
Use an illustration or dramatic story.
Stress the importance of the topic to this specific audience.
Use presentation aids.
Tell the audience to pay attention.
Use a quotation.
Refer to yourself.
Refer directly to your thesis or purpose.
Make reference to a little known fact or statistic.
We explain and illustrate these devices in this chapter in our consideration of the
introduction.
For example, in a speech in which you try to persuade your listeners to vote in favor of
establishing a community youth center, you might gain attention by using a provocative question:
If you could reduce juvenile crime by some 20 percent by just flipping a lever, would you
do it?
Or, you might make reference to specific audience members:
I know that several of you here have been the victims of juvenile vandalism. Thom, your
drug store was broken into last month by three teenagers who said they did it because they were
bored. And Loraine, your video rental shop’s windows were broken by teenagers who, in a
drunken spree, decided to have a rock fight. And. . .

Use an enthusiastic delivery style. A speaker’s enthusiasm is highly contagious, so if
you show that you’re enthusiastic, it’s likely to infect the audience and they too will
become involved and energized. Deliver your opening remarks with appropriate
gestures and variety in bodily movement. Similarly, vary your voice so that it
demonstrates your own involvement in the subject of your speech.

Use a personal style. In phrasing your introductory remarks make sure that you
involve the audience directly. Use “you” if appropriate and use connecting
pronouns—“us” and “we”—that show that you and your listeners are involved in this
DeVito Essentials Exercises Ch. 12
together.
Step 2. Establish the Need
In the second part of your speech, you’d demonstrate that there’s a problem, that
something is wrong, that a need exists. Your listeners should feel that they have to learn
something (if your speech is an informative one) or that they have to change their attitudes or do
something (if your speech is a persuasive one).
Strategies and Examples
In establishing the need, you would state the problem or need and then show why it’s a
problem.

State the problem or need. If you’re giving an informative speech, the problem or
need might be the lack of information. For example, in an informative speech on
how to gain access to your credit history, you might establish the need for
information by saying:
You need access to your credit history because it’s the best way to prevent yourself from
being a victim of fraud.
Or
Millions of people become victims of credit fraud because they don’t have access to their
own credit history.
Or
You’re more likely to become a victim of fraud if you don’t regularly check your credit
history.
If you’re giving a persuasive speech, you might focus on your listeners’ need to change
their attitudes or their behaviors. For example, in a speech to persuade your listeners to participate
actively in the political process, you might establish the need by saying something like this:
You need to participate actively in the politics of your city if you want elected officials to
address your needs and the needs of people like you.
Or, in a speech on the need to establish a community youth center as a way of reducing
juvenile crime, you might say:
Juvenile crime has been increasing dramatically in our community over the last several
years. We need to do something about it.

Show why this is really a problem. Make sure your audience understands that this
problem is a problem that affects them directly, that it is not simply some abstract
problem that will not touch them directly. You might also support the existence of
the need with illustrations, statistics, testimony, and other forms of support we
already identified in Chapter 4. Too, you might show your listeners how this need
DeVito Essentials Exercises Ch. 12
affects those values that motivate their behavior such as their financial status, their
career goals, and their individual happiness (motivators that we explain in more
detail in Chapter 10).
In the speech on the youth center, you might say:
Federal crime statistics show that juvenile crime is likely to increase over the next
several years and it will happen in our community if we don’t take a stand and do something
about it NOW.
Or
Next year, your store, Jack, or your’s Shauna may find it broken into.
Step 3. Satisfy the Need
In this step you’d present the "answer" or the "solution" that would eliminate the problem
or satisfy the need that you just demonstrated in Step 2. On the basis of this satisfaction step, your
listeners should now believe that what you’re informing them about or persuading them to do will
effectively satisfy the need.
Strategies and Examples
In this step you would show how the problem can be solved and why your solution will
work.

Show your listeners that your plan will satisfy the need or solve the problem. Here
you might say quite simply:
The best way to reduce credit card fraud is to check your credit history regularly.
Or
Like our neighboring towns, we need a youth center for high school students to reduce
juvenile crime and vandalism.

Show why your solution will work. You want your audience to understand that what
you’re asking them to believe or do will actually lead to resolving the problem or
satisfying the need you demonstrated in Step 2. So you might say something like:
Youth crime has been dramatically reduced in all of our neighboring towns after they
established youth centers. The same will happen here.
This step is also a good place to answer any objections you anticipate your listeners
might be thinking. For example, if you anticipate that they’ll object to the youth center because it
may increase their taxes, you might answer this here. For example, you might say:
A major portion of the financing will be secured from New York State grants and local
merchants have already agreed to contribute whatever additional financing is needed.
So, this youth center will impose absolutely no financial burden on anyone.
Step 4. Visualize the Need Satisfied
DeVito Essentials Exercises Ch. 12
In this step you take the audience beyond the present time and place and enable them to
imagine, to visualize, the situation as it would be if the problem was eliminated, if the need were
satisfied as you suggested in Step 3. Through this visualization you would intensify your listeners’
feelings or beliefs.
Strategies and Examples
You can achieve this visualization with any one or combination of these basic strategies:

Demonstrate the benefits that your listeners will receive if your ideas are put into
operation. You might, for example, point to the decrease in crime that accompanies
the establishment of youth centers or the social and vocational skills that the students
will learn at this center. Or, you could visualize the need satisfied by returning to
your introductory examples and say something like:
Wouldn’t it have been great if Thom’s drug store was never broken into and that the time,
energy, and expense that Thom had to go through could have been spent taking a well-deserved
vacation? And Loraine, would it have been nice if your windows were never broken? And. . . .

Demonstrate the negative effects that will occur if your plan is not put into operation.
Here you might argue, for example, that without such a center, juvenile crime will
increase or that the students will fail to learn the safe sex practices normally taught at
these youth centers that are not currently taught at home or in the schools.

Demonstrate the combined positive and negative effects. You might combine both
the demonstration of the positive effects that will result if your plan is put into
operation as well as the negative effects that will result if your plan is not put into
operation. You might, then, say something like this:
Without a youth center teen crime is likely to increase, as the statistics from similar towns
that I’ll show will illustrate. But, with such a center juvenile crime is likely to decrease and I’ll
also show you very recent and very dramatic statistics from towns just like ours that had the
foresight to establish such centers.
Step 5. Ask for Action
In this final step, you’d tell the audience what they should do to ensure that the need (as
demonstrated in Step 2) is satisfied (as stated in Step 3). Here you want to move the audience in a
particular direction, for example, to speak in favor of additional research funding for AIDS or
against cigarette advertising, to attend the next student government meeting, to contribute free
time to read for the blind.
Strategies and Examples
In completing this step consider two basic strategies.

Tell the audience exactly what they must do. Frequently, speakers use emotional
appeals here. Or, you might give your listeners guidelines for future action,
saying something like this:
Proposition 14, establishing a youth center in the old Post Office, is coming up for a vote
DeVito Essentials Exercises Ch. 12
next week. Vote “yes” and urge your family members, your friends, and your work colleagues to
also vote “yes.” It will make our town a better place for us all.

Remind your listeners of the connections you’ve established throughout your
speech. Throughout your motivated sequence speech, you’ve established a
number of important connections and relationships. Make sure your listeners
remember them and see that how the action you ask for here is related. Make
sure they see that the action you ask for here will satisfy the need and enable
them to live in a world (in a community, in our example of the youth center) that
is a lot better than it would be otherwise.
Notice that in an informative speech you could have stopped after the satisfaction step
because you would have accomplished your goal of informing the audience about the young
centers and how they can effectively reduce juvenile crime. In a persuasive speech, on the other
hand, you must go at least as far as visualization (if your purpose is limited to strengthening or
changing attitudes or beliefs) or to the action step (if your purpose is to get your listeners to do
something).
An Outline of a Speech Using the Motivated Sequence
This outline was developed to illustrate the way in which you might construct an outline
and a speech using the motivated sequence. This outline focuses on the example that we used to
illustrate the five steps in the motivated sequence—the establishment of a youth center as a means
of combating juvenile crime. In a longer speech, if you wanted to persuade an audience to vote to
establish a youth center, you might want to select two or three issues and not limit yourself to the
one issue of reducing juvenile crime.
The Youth Center
Thesis: a youth center will reduce juvenile crime
General Purpose: to persuade
Specific Purpose: to persuade my listeners to vote in favor of Proposition 14 establishing a
community youth center.
Outline
I.
Comments
If you could reduce juvenile crime by some
20 percent by just flipping a lever, would
you do it?
A. Thom’s drug store was broken
into by teenagers.
B. Loraine’s video store windows
were broken by teenagers.
Attention step
Here the speaker uses a simple question to
gain attention and follows this with
specific examples of juvenile crime that
audience members have experienced. The
question and the specific examples focus
on one single issue, namely, the need to
reduce juvenile crime. If the speech were a
broader and longer one that included other
reasons for the youth center, then it would
have been appropriate to preview them
here as well.
DeVito Essentials Exercises Ch. 12
II. Juvenile crime is on the rise.
A. The overall number of crimes has
increased.
1. In 1995 there were 32
juvenile crimes.
2. In 1998 there were 47
such crimes.
3. In 2000 there were 63
such crimes.
B. The number of serious crimes has
also increased.
1. In 1995 there were 30
misdemeanors and 2
felonies.
2. In 2000 there were 35
misdemeanors and 28
felonies.
III. A youth center will help reduce juvenile
crime.
A. Three of our neighboring towns
reduced juvenile crime after
establishing a youth center.
1. In Marlboro there was a
20 percent decline in
overall juvenile crime.
2. In both Highland and
Ellenville the number
of serious crimes
declined 25 percent.
B. The youth center will not increase
our tax burden.
1. New York State grants
will pay for most of
the expenses.
2. Local merchants have
agreed to pay any
remaining expenses.
IV. Juvenile crime will decrease as a result of
the youth center.
A. If we follow the example of our
neighbors our juvenile crime rates
If you were delivering a speech to
persuade members of your community to
vote for the establishment of a youth
center, how would you gain their
attention?
Need step
The speaker here states the need very
directly and very clearly and shows
listeners that a problem exists. The speaker
then moves on to demonstrate that the rise
in crime is significant both in absolute
numbers and in the severity of the crimes.
To increase the listeners’ ability to
understand these figures, it would help if
these figures were written on a chalk board
or better on a prepared chart or even better
yet on PowerPoint slides. In a longer
speech, other needs might be identified, for
example, to provide teenagers a place
where they can learn useful vocational and
social skills.
In a speech on this topic to
members of your community, how would
you establish need?
Satisfaction step
In this step the speaker argues that the
youth center will satisfy the need to reduce
juvenile crime by showing statistics from
neighboring towns. The speaker also
answers a possible objection that many in
the audience might be thinking and that is
that their tax burden will be increased. The
speaker effectively removes this possible
objection by showing that the state and
local merchants will foot the bill. If
listeners had other possible objections, they
too should be answered here. In this step,
then, the speaker shows the listeners that
the proposal to establish a youth center has
a great benefit and no significant
drawbacks.
How would you satisfy the need
that you established in Step 2?
Visualization step
Here the speaker visualizes what the town
would be like if the youth center was
established using both the statistics
DeVito Essentials Exercises Ch. 12
are likely to decrease by 20 to 25
percent.
B. Thom’s store would not have been
broken into.
C. Loraine’s windows would not
have been broken.
V. Vote “yes” on Proposition 14.
A. In next week’s election, you’ll be
asked to vote on Proposition 14,
establishing a youth center.
B. Vote “yes” if you want to help
reduce juvenile crime.
C. Urge your family members, your
friends, and your work colleagues
to also vote “yes.”
developed earlier and the personal
examples introduced in the beginning of
the speech.
How would you visualize the
satisfaction of the need for your audience?
Action step
In this step the speaker asks for a specific
action—to vote in favor of the youth center
and to urge people the listeners know to do
likewise. The speaker also reiterates the
main theme of the speech, namely that the
youth center will help reduce juvenile
crime.
How would you urge your
listeners to take action that would satisfy
the need (that you identified in Step 2,
satisfied in Step 3, and visualized in Step
4)?
DeVito Essentials Exercises Ch. 12
Step
Purpose
Audience
question
speaker
should
answer
Why should
I listen?
Audience
response you
want to avoid
Ideal
audience
response
Speech
materials to
use
Cautions
to observe
Attention
Gain audience
attention.
Focus their
attention on
you and your
message.
This is boring.
This is
irrelevant.
This is of no
interest to me.
This sounds
interesting.
Tell me more.
Attention
gaining
materials
Demonstrate
that there is a
problem that
affects them
directly.
Why do I
need to
know or do
anything?
OK, I
understand;
there’s a
problem.
Supporting
materials
(examples,
statistics,
testimony)
Satisfaction
Show listeners
how they can
satisfy the
need, eliminate
the problem.
How can I
do anything
about this?
I don’t need to
hear this.
Things are fine
the way they
are.
This won’t
benefit me in
any way
I really can’t
do anything.
It’s beyond my
control
Make
attention
relevant to
speech
topic.
Gain
attention of
all
listeners.
Don’t overdramatize
or
exaggerate
the
problem or
need.
Need
I can change
things.
Supporting
materials;
logical,
motivational
, and ethical
appeals
Visualization
Show listeners
what their
lives will be
like with the
need satisfied,
with the
problem
solved.
How would
anything be
different or
improved?
I can’t see how
anything
would be
different.
Nothing’s
going to
change.
WOW!
Things look a
lot better this
way.
Motivational
appeals
Illustrations
and
language
high in
imagery
Action
Urge listeners
to do
something to
solve the
problem.
What can I
do to effect
this change?
I can’t do
anything.
I’ll be wasting
my time and
energy.
Let me sign
up.
Here’s my
contribution.
I’ll
participate in
the telephone
drive to raise
the needed
funds.
Motivational
appeals
Specific
language
Answer
any
objections
listeners
might have
to your
plan.
Be
realistic;
don’t
visualize
the world
as perfect
once your
listeners do
as you
suggest.
Be specific.
Ask for
small
attitude
changes
and easily
performed
behaviors.
DeVito Essentials Exercises Ch. 12
Skeletal Outlines
1. Temporal Pattern
2. Spatial Pattern
3. Problem-Solution Pattern
4. Cause-Effect Pattern
5. Motivated Sequence Pattern
6. Structure-Function Pattern I
7. Structure-Function Pattern II
8. Comparison-Contrast Pattern
9. Pro-and-Con Pattern I
10. Pro-and-Con Pattern II
11. Claim-Proof Pattern
12. Multiple Definition Pattern
13. Who? What? Why? When? Where? Pattern
These skeletal outlines are designed to serve as templates for a wide variety of speeches discussed
in the text. [A skeletal outline for the speech following a topical organizational pattern appears in the text.]
View these templates as flexible; adjust them as you need to on the basis of your topic, your purpose, your
audience, and all the factors discussed throughout this text and this course.
In these outlines, the three functions of the introduction (to gain attention, to establish a
connection among speaker, audience, and topic, and to orient the audience) are similar for all speeches
(except the Motivated Sequence, which uses a somewhat different pattern). Notice that the orientation step
identifies the major propositions, giving the audience a fairly detailed description of what is to follow. The
three functions of the conclusion (to summarize, to motivate, and to close) are likewise the same for all
speeches (except, again, for the Motivated Sequence). In the summary statement (Roman numeral I in the
conclusions), each of the major propositions is summarized, giving the audience a rather detailed
restatement of what you’ve covered. But, depending on your specific topic, your audience, and your
purpose, you might decide that you just want to orient the audience more generally and that you don’t want
to give a detailed preview of your speech’s propositions. Similarly, you may decide that you want only to
summarize your thesis and not each of your major propositions. In these cases, your orientation would be
covered in the third Roman numeral of your introduction and your summary would be covered in the first
Roman numeral of the conclusion each without any sub-points (denoted here with capital letters, A, B, and
sometimes C). Notice that the Introduction’s III A, B, and C, correspond to the Body’s I, II, and III, and the
Conclusion’s I A, B, and C.
The skeletal outlines presented here usually contain three propositions but this is only for purposes
of illustration. The number of propositions you use should depend on your analysis of the entire speech
situation. In some cases, two propositions or perhaps four or even five would prove more effective. As
explained in the text, if you include more than five propositions, you risk covering too broad a territory
with the result that you don’t have the time to cover any of them in depth.
Generally, two or three items of supporting material are illustrated for each major proposition.
But, again, this is for purposes of illustration and the number of supporting materials and the specific type
you use will depend on your topic, purpose, audience, and so on.
You’ll notice that these outlines contain what may at first appear to be too many transitions. Most
public speaking texts recommend that you use transitions between the introduction and body and between
the body and the conclusion. Here, however, transitions are indicated not only in these two places but also
between the major propositions. For some very short speeches this number of transitions may be too much
but for longer speeches or speeches that may be a little difficult for an audience to follow, this more
extensive use of transitions may be extremely useful in helping the audience follow your train of thought.
As with all items in these templates, adjust the number and detail of your transitions on the basis of your
topic, audience, purpose, and so on.
The title, general purpose, specific purpose, and thesis are noted in the beginning of the outline.
DeVito Essentials Exercises Ch. 12
These items are generally required for most speeches. Adjust these and add others (for example, identifying
data such as your name, your email address, the assignment number) on the basis of the specific
assignment.
The reference list given at the end of each speech contains five items but this is just for purposes
of illustration. Depending on your specific speech and on the specific requirements of the assignment, you
may have more or fewer references.
Temporal Pattern
This hypothetical outline for a speech using a temporal pattern of organization covers three major issues.
Generally, it is easy to follow if you begin with the earliest and work up to the most recent but, in some
instances, you may wish to begin with the present or most recent and work back to the past or the earliest.
In this outline there are three major propositions, each of which is supported by two items of supporting
material (for example, examples, illustrations, visual aids, statistics, testimony). Of course, you may
construct a speech with two or four or five major propositions and each of these may be supported by two,
three, four, or even more items of supporting materials.
Title
General Purpose
Specific Purpose
Thesis
Gain audience attention
Establish S-A-T connection
Orient the audience (e.g., your thesis)
Orientation of 1st occurring event
Orientation of 2nd occurring event
Orientation of 3rd occurring event
Transition from introduction to body
First occurring event
Support for I
Support for I
Transition from 1st event to 2nd event
Second occurring event
Support for II
Support for II
Transition from 2nd event to 3rd event
Third occurring event
Support for III
Support for III
Transition from body to conclusion
General summary statement
Summary of 1st occurring event
Summary of 2nd occurring event
Summary of 3rd occurring event
Motivation
Closure
Introduction
I.
II.
III.
A.
B.
C.
[
]
Body
I.
A.
B.
[
II.
]
A.
B.
[
III.
]
A.
B.
[
Conclusion
I.
A.
B.
C.
II.
III.
]
DeVito Essentials Exercises Ch. 12
References
1.
2.
3.
4.
5.
Spatial Pattern
The spatial pattern is very similar to the temporal pattern but instead of the items being organized by time,
they’re organized by space or physical proximity. This hypothetical outline for an information or
persuasive speech using a spatial pattern of organization covers three major issues.
Title
General Purpose
Specific Purpose
Thesis
Gain audience attention
Establish S-A-T connection
Orient the audience (e.g., the thesis of the speech)
Orientation to the 1st concept
Orientation to the 2nd concept
Orientation to the 3rd concept
Transition from introduction to body
Topmost (highest, lowest, leftmost) concept
Support for I
Support for I
Transition from 1st concept to 2nd concept
Middle concept
Support for II
Support for II
Transition from middle to 3rd concept
Bottommost (lowest, highest, rightmost) concept
Support for III
Support for III
Transition from body to conclusion
General summary statement
Summary of 1st concept
Summary of 2nd concept
Summary of 3rd concept
Motivation
Closure
References
1.
2.
Introduction
I.
II.
III
A.
B.
C.
[
]
Body
I.
A.
B.
[
II.
]
A.
B.
[
III.
]
A.
B.
[
Conclusion
I.
A.
B.
C.
II.
III.
]
DeVito Essentials Exercises Ch. 12
3.
4.
5.
Problem-Solution Pattern
This hypothetical speech outlines using the problem-solution pattern of organization covers three major
problems and three major solutions. Each problem and each solution is illustrated as having two items of
supporting materials, though, of course, more might be appropriate for some speeches. Depending upon
your specific speech purpose and thesis, your audience, your time limitations, and so on, you would adjust
the number of problems and solutions you cover.
Title
General Purpose
Specific Purpose
Thesis
Gain audience attention
Establish S-A-T connection
Orient the audience (the thesis of the speech)
Orientation to problems to be
discussed
Orientation to solutions to be
discussed
Transition from introduction to body
General statement of the problems to be discussed
First major problem
Supporting material for 1st
Supporting material for 1st
st
Transition from 1 problem to 2nd problem
Second major problem
Supporting material for 2nd
Supporting material for 2nd
nd
Transition from 2 problem to 3rd problem
Third major problem
Supporting material for 3rd
Supporting material for 3rd
Transition from problems to solutions
General statement of solutions to be discussed
First major solution
Supporting material for 1st
Supporting material for 1st
st
Transition from 1 solution to 2nd solution
Second Major Solution
Supporting material for 2nd
Supporting material for 2nd
nd
Transition from 2 solution to 3rd solution
Third Major Solution
Supporting material for 3rd
Supporting material for 3rd
Transition from body to conclusion
Introduction
I.
II.
III.
A.
B.
[
]
Body
I.
A.
major
1. problem
major
2. problem
[
]
B.
major
1. problem
major
2. problem
[
]
C.
major
1. problem
major
2. problem
[
II.
]
A.
major
1. solution
major
2. solution
[
]
B.
major
1. solution
major
2. solution
[
]
C.
major
1. solution
major
2. solution
[
]
DeVito Essentials Exercises Ch. 12
General summary statement
Summary of problem issues discussed
Summary of solution proposals
discussed
Motivation
Closure
Conclusion
I.
A.
B.
II.
III.
References
1.
2.
3.
4.
5.
Cause-Effect Pattern
Similar to the problem-solution pattern of organization is the cause-effect or effect-cause pattern. Here you
divide the speech into two major sections: causes and effects. For example, a speech on the reasons for
highway accidents or birth defects might yield to a cause-effect pattern, where you first consider, say, the
cause of highway accidents or birth defects and then some of the effects—the number of deaths, the
number of accidents, and so on. In this hypothetic speech, three causes and three effects are discussed.
Depending on your topic, purpose, and audience, you may wish to revise the pattern and discuss the effects
first and the causes second. This effect-cause pattern is illustrated in the text.
Title
General Purpose
Specific Purpose
Thesis
Gain audience attention
Establish S-A-T connection
Orient the audience (the thesis of the speech)
Orientation to causes
Orientation to effects
Transition from introduction to body
General statement of causes to be discussed
First major cause
Supporting material for 1st
Supporting material for 1st
st
Transition from 1 cause to 2nd cause
Second major cause
Supporting material for 2nd
Supporting material for 2nd
nd
Transition from 2 cause to 3rd cause
Third major cause
Supporting material for 3rd
Supporting material for 3rd
Transition from causes to effects
General statement of effects to be discussed
Introduction
I.
II.
III.
A.
B.
[
]
Body
I.
A.
major
1. cause
major
2. cause
[
]
B.
major
1. cause
major
2. cause
[
]
C.
major
1. cause
major
2. cause
[
II.
]
DeVito Essentials Exercises Ch. 12
First major effect
Supporting material for 1st
Supporting material for 1st
st
Transition from 1 effect to 2nd effect
Second Major Effect
Supporting material for 2nd
Supporting material for 2nd
nd
Transition from 2 effect to 3rd effect
Third Major Effect
Supporting material for 3rd
Supporting material for 3rd
Transition from body to conclusion
A.
major
1. effect
major
2. effect
[
]
B.
major
1. effect
major
2. effect
[
]
C.
major
1. effect
major
2. effect
[
]
Conclusion
I.
A.
B.
II.
III.
General summary statement
Summary of causes
Summary of effects
Motivation
Closure
References
1.
2.
3.
4.
5.
Motivated Sequence Pattern
In the motivated sequence pattern of organization, you divide your speech into five parts as illustrated here
and in the text.
Attention step (e.g., ask a question, make reference
to audience members, etc.)
Transition from attention to need
Need step (statement of the problem or the need)
Proof that this is really a problem
Proof that this is really a problem
Transition from need to satisfaction
Satisfaction step (statement of your proposal to
satisfy the need or solve the problem)
Proof that this proposal will in fact satisfy
the need
Further proof that this proposal will
Transition from satisfaction to visualization
Visualization step (statement that helps audience
visualize their problem satisfied)
Illustration of the benefits listeners will
receive from this proposal
Further illustration of the negative effects
Transition from visualization to action
Action step (statement of what you want the
I.
[
II.
]
A.
B.
[
III.
]
A.
in fact
[
IV.
satisfy
B. the need
]
A.
listeners will
B. experience if
[
V.
this proposal is not adopted
]
DeVito Essentials Exercises Ch. 12
listeners to do)
Summary of the need, satisfaction, and
visualization steps (reminding the audience that
there is a problem, that is can and will be solve with
your proposal, and that they will be better off if
your proposal is adopted)
Closure
A.
B.
References
1.
2.
3.
4.
5.
Structure-Function Pattern I
In this hypothetical speech organized into a structure-function pattern, there are three structures and three
functions discussed. Here the three structures are covered first and the three functions are covered next.
Depending on your specific topic and purpose, however, it might be more effective to discuss the functions
first and the structures second. In this case, you would simply reverse the pattern; in I you’d cover the
functions and in II you’d cover the structures. An alternative structure-function pattern is illustrated in
Structure-Function II discussed below.
Title
General Purpose
Specific Purpose
Thesis
Gain audience attention
Establish S-A-T connection
Orient the audience (the thesis of the speech)
Orientation to the structures to be discussed
Orientation to the functions to be discussed
Transition from introduction to body
General statement of structures to be discussed
First major structure
Supporting material for 1st
Supporting material for 1st
Transition from 1st structure to 2nd structure
Second major structure
Supporting material for 2nd
Supporting material for 2nd
Transition from 2nd structure to 3rd structure
Third major structure
Supporting material for 3rd
Supporting material for 3rd
Transition from structure to functions
General statement of functions to be discussed
Introduction
I.
II.
III.
A.
B.
[
]
Body
I.
A.
major
1. structure
major
2. structure
[
]
B.
major
1. structure
major
2. structure
[
]
C.
major
1. structure
major
2. structure
[
II.
]
DeVito Essentials Exercises Ch. 12
First major function
Supporting material for 1st
Supporting material for 1st
st
Transition from 1 function to 2nd function
Second Major Function
Supporting material for 2nd
Supporting material for 2nd
nd
Transition from 2 function to 3rd function
Third Major Function
Supporting material for 3rd
Supporting material for 3rd
Transition from body to conclusion
General summary statement
Summary of structures discussed
Summary of functions discussed
Motivation
Closure
A.
major
1. function
major
2. function
[
]
B.
major
1. function
major
2. function
[
]
C.
major
1. function
major
2. function
[
]
Conclusion
I.
A.
B.
II.
III.
References
1.
2.
3.
4.
5.
Structure-Function Pattern II
This is another example of the structure function pattern. In this pattern the structures and functions are
covered together. For example, let’s say you were giving a speech on the structures and functions of the
sensory system for sending and receiving messages and that you’re limiting yourself to the auditory and the
visual systems. Your speech might look something like this.
Title
General Purpose
Specific Purpose
Thesis
Gain audience attention
Establish S-A-T connection
Orient the audience
Orientation to the first system to be discussed
Orientation to the second system to be discussed
Transition from introduction to body
The first system (e.g., the auditory system)
The structure of the first system
The function of the first system
Transition between the 1st system and the 2nd system
Introduction
I.
II.
III.
A.
B.
[
]
Body
I.
A.
B.
[
]
DeVito Essentials Exercises Ch. 12
The second system (e.g., the visual system)
The structure of the second system
The function of the second system
Transition between the body and the conclusion
General summary statement
Summary of first system discussed
Summary of second system discussed
Motivation
Closure
II.
A.
B.
[
]
Conclusion
I.
A.
B.
II.
III.
References
1.
2.
3.
4.
5.
Comparison and Contrast Pattern
The comparison and contrast pattern is especially useful in informative speeches when you want to
illustrate the differences between, for example, two systems, plans, proposals, courses of action, or
alternatives. It’s also useful in persuasive speeches when you want to demonstrate the superiority of one
plan or product over another.
Title
General Purpose
Specific Purpose
Thesis
Gain audience attention
Establish S-A-T connection
Orient the audience
Orientation to 1st comparison to be discussed
Orientation to 2nd comparison to be discussed
Orientation to 3rd comparison to be discussed
Transition from introduction to body
First comparison (e.g., the products differ in nutritional value)
Support for I
Support for I
Transition from 1st comparison to 2nd comparison
Second comparison (e.g., the products differ in price)
Support for II
Support for II
Transition from 2nd comparison to 3rd comparison
Third comparison (e.g., the products differ in taste)
Support for III
Support for III
Introduction
I.
II.
III
A.
B.
C.
[
]
Body
I.
A.
B.
[
II.
]
A.
B.
[
III.
]
A.
B.
DeVito Essentials Exercises Ch. 12
Transition from body to conclusion
[
]
General summary statement
Summary of 1st comparison discussed
Summary of 2nd comparison discussed
Summary of 3rd comparison discussed
Motivation
Closure
Conclusion
I.
A.
B.
C.
II.
III.
References
1.
2.
3.
4.
5.
Pro-and-Con Pattern I
The pro-and-con pattern is useful when you want to explain the advantages and disadvantages of one plan
or proposal or when you want to compare the advantages and disadvantages of two or even three plans or
proposals. In the first pattern—say, a speech on two health plans—each plan is discussed separately. In the
example used here the speaker is attempting to convince the audience that the second plan is superior and
so first shows the disadvantages of the first (the existing) plan, followed by the advantages of the second
(the proposed) plan. An alternative structure for the pro-and-con plan is illustrated next.
Title
General Purpose
Specific Purpose
Thesis
Gain audience attention
Establish S-A-T connection
Orient the audience
Orientation to 1st plan (e.g., the existing plan)
Orientation to 2nd plan (e.g., the proposed plan)
Transition from introduction to body
Statement of first plan (e.g., the existing health plan)
First disadvantage (e.g., it’s expensive)
Second disadvantage (e.g., it coverage is
limited)
Third disadvantage (e.g., it doesn’t cover
prescriptions)
Transition from 1st plan to 2nd plan
Statement of second plan (e.g., the proposed health plan)
First advantage (e.g., it’s inexpensive)
Second advantage (e.g., it’s coverage is
extensive)
Third advantage (e.g., it includes prescriptions)
Transition from body to conclusion
Introduction
I.
II.
III
A.
B.
[
Body
I.
A.
B.
C.
II.
A.
B.
C.
]
DeVito Essentials Exercises Ch. 12
General summary statement
Summary of the disadvantages of the
existing plan
Summary of the advantages of the proposed plan
Motivation
Closure
Conclusion
I.
A.
B.
II.
III.
References
1.
2.
3.
4.
5.
Pro-and-Con Pattern II
Another way of organizing the pro and con speech is by discussing each characteristic on which the plans
differ and then illustrating the disadvantages of one plan and the advantages of the other plan.
Title
General Purpose
Specific Purpose
Thesis
Gain audience attention
Establish S-A-T connection
Orient the audience
Orientation to first characteristic (e.g., cost)
Orientation to second characteristic (e.g., coverage)
Orientation to third characteristic (e.g.,
prescriptions)
Transition from introduction to body
First characteristic on which the plans differ (e.g., the plans differ
in cost)
Disadvantages of existing plan (e.g., it’s expensive)
Advantages of proposed plan (e.g., it’s inexpensive)
Transition from 1st characteristic to 2nd characteristic
Second characteristic on which the plans differ (e.g., the plans
differ in coverage)
Disadvantages of existing plan (e.g., it’s coverage is
limited)
Advantages of proposed plan (e.g., it’s coverage is
extensive)
Transition from 2nd characteristic to 3rd characteristic
Third characteristics on which the plans differ (e.g., the plans
differ on prescription inclusion)
Disadvantages of existing plan (e.g., it doesn’t
Introduction
I.
II.
III
A.
B.
C.
[
]
Body
I.
A.
B.
[
II.
]
A.
B.
[
III.
]
A.
DeVito Essentials Exercises Ch. 12
cover prescriptions)
Advantage of proposed plan (e.g., it covers
prescriptions with a small co-payment)
Transition from body to conclusion
B.
[
General summary statement
Summary of the advantages of the proposed plan’s 1st
characteristic
Summary of the advantages of the proposed plan’s 2nd
characteristic
Summary of the advantages of the proposed plan’s 3rd
characteristic
Motivation
Closure
]
Conclusion
I.
A.
B.
C.
II.
III.
References
1.
2.
3.
4.
5.
Claim and Proof Pattern
This pattern is useful when you want to prove the truth or the likelihood of a proposition. In the example
provided here the speaker attempts to prove that Higgins stole the money, the kind of situation you’d see in
a courtroom. In this type of speech you’d generally begin with your claim—the proposition you want to
prove (namely, Higgins stole the money)—and then follow it with your evidence or proof. Of course, you
might also reverse the pattern and reserve your claim until you present your evidence. In this case you’d
offer your proof first (under I A, B, and C) and once you got your audience to accept this proof, you’d
follow it with your claim (under II) that Higgins stole the money.
Title
General Purpose
Specific Purpose
Thesis
Gain audience attention
Establish S-A-T connection
Orient the audience
Orientation to claim that will be proven
Orientation to proofs that will be offered in
support of the claim
Transition from introduction to body
Claim (e.g., Higgins stole the money)
Transition between claim and proof
Proof (general statement of what you will prove)
First Proof (e.g., Higgins had a motive)
Introduction
I.
II.
III
A.
B.
[
]
Body
I.
[
II.
]
A.
DeVito Essentials Exercises Ch. 12
Support for A
Support for A
Transition from 1st proof to 2nd proof
Second proof (e.g., Higgins had the
opportunity)
Support for B
Support for B
Transition from 2nd proof to 3rd proof
Third proof (Higgins had no alibi)
Support for C
Support for C
Transition from body to conclusion
Summary of thesis
Summary of claim
Summary of proofs
Motivation
Closure
1.
2.
[
]
B.
1.
2.
[
]
C.
1.
2.
[
]
Conclusion
I.
A.
B.
II.
III.
References
1.
2.
3.
4.
5.
Multiple Definitions
The multiple definition pattern is useful in informative speeches when you want to explain a concept or
theory. Here you’d look at the concept from a variety of perspectives, offering several definitions that each
provide a somewhat different insight or clarification of the concept. And so, if you were informing your
audience about what is communication, you might use a multiple definition pattern. Here you might begin
by offering first a typical dictionary definition where you’d also define any terms within that definition that
needed clarification. Then you might follow this by defining the term by etymology where you’d explain
how the term developed from the Latin. Then, as your third definition you might present a visual
illustration of the communication process.
Title
General Purpose
Specific Purpose
Thesis
Gain audience attention
Establish S-A-T connection
Orient the audience
Orientation to 1st definition
Orientation to 2nd definition
Orientation to 3rd definition
Transition from introduction to body
Introduction
I.
II.
III.
A.
B.
C.
[
]
DeVito Essentials Exercises Ch. 12
Definition One
Support for I
Support for I
Transition from 1st definition to 2nd definition
Definition Two
Support for II
Support for II
Transition from 2nd definition to 3rd definition
Definition Three
Support for III
Support for III
Transition from body to conclusion
General summary statement
Summary of 1st definition
Summary of 2nd definition
Summary of 3rd definition
Motivation
Closure
Body
I.
A.
B.
[
II.
]
A.
B.
[
III.
]
A.
B.
[
]
Conclusion
I.
A.
B.
C.
II.
III.
References
1.
2.
3.
4.
5.
Who? What? Why? When? Where? Pattern
This skeletal outline is designed for a speech in which you want to explain events that happened, much as a
journalist would write up a story for a newspaper, magazine, or television presentation. There is no one
best order to follow in organizing these five items. Adjust the order in which you present the answers to
these questions on the basis of your topic, audience, purpose, and all the other elements that go into public
speaking that are covered in this text and in your course.
Title
General Purpose
Specific Purpose
Thesis
Gain audience attention
Establish S-A-T connection
Orient the audience
Orientation to Who?
Orientation to What?
Orientation to Why?
Orientation to Where?
Orientation to When?
Transition from introduction to body
Introduction
I.
II.
III.
A.
B.
C.
D.
E.
[
]
DeVito Essentials Exercises Ch. 12
Who? (e.g., Who was involved in the skyjacking)
Support for I
Support for I
Transition from Who to What
What? (e.g., What took place during the skyjacking)
Support for II
Support for II
Transition from What to Why
Why? (e.g., why did the skyjacking take place)
Support for III
Support for III
Transition from Why to Where
Where? (e.g., where did the skyjacking take place)
Support for IV
Support for IV
Transition from Where to When
When? (e.g., when did the skyjacking take place)
Support for V
Support for V
Transition from body to conclusion
General summary statement
Summary of Who
Summary of What
Summary of Why
Summary of Where
Summary of When
Motivation
Closure
References
1.
2.
3.
4.
5.
Body
I.
A.
B.
[
II.
]
A.
B.
[
III.
]
A.
B.
[
IV.
]
A.
B.
[
V.
]
A.
B.
[
Conclusion
I.
A.
B.
C.
D.
E.
II.
III.
]
DeVito Essentials Exercises Ch. 12