Why Organize?
• Increases speaker effectiveness
• Influences comprehension of ideas

Listeners are less likely to retain ideas in a
poorly organized speech.
• Is more persuasive to listeners
• Enhances speaker credibility
Written vs Oral Communication
• Oral communication requires:

More explicit organization

Greater redundancy within the message

Less complex sentence structure
The Body is the Substance
• The body of the speech supports the central
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•
•
•
idea or thesis statement.
5-10 minute speeches should have no more that
three main points.
11-20 minute speeches can have more points.
Questions and answers need more time.
Prepare the body of the speech prior to the
introduction and conclusion.
Outlines Provide a Clear Concise
Profile of the Speech
• A working outline provides a basic map of
the speech.
• A formal outline includes all main points,
supporting materials, transitions, and
bibliographical sources.
• A key word (speaking) outline includes
only key words and is used to trigger the
speaker’s memory.
Speech Patterns
1. Time pattern
• Chronological – are useful for describing
processes, for explaining historical events, or
for tracing a sequence of actions.
2. Spatial
•
Left to right, top to bottom, north to south—
are useful when for explaining layouts,
geographic relationships, or connection
among objects.
•
Example: Buddhism has spread from its origins
in Eastern cultures to Western societies.
3. Topical
•
Categories or classes (a logical division)
•
Examples: the three branches of government,
how college fees are used on campus
4. Star
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Includes several main points that work
together to support a theme
Different points are given more or less
attention when speaking to different
audiences.
•
Example: a political candidate has five main
points and might vary which point he/she begins
with depending on audience analysis
The Star
Pattern
Point
Thematic
Circle
Point
Point
Point
Point
Jaffe, p. 178
Speech Patterns
5.
Wave
•Each main idea builds up from evidence then
crests in a main point
•Example: Martin Luther King Jr.’s “I Have a
Dream”
First point
Introduction
Second point
Third point
Repetition of form
or material
Transition
Transition
Conclusion
Build
material
Transition
Jaffe, p. 175
Speech Patterns
6. Comparative
•
Compares two or more objects, people, situations,
events
•
7.
Example: comparing a computer to the human brain
Problem-solution
•
Describes a problem and then proposes a solution
•
Often used when audiences need to be made aware of a
problem before they are presented a solution
Cause-effect and Effect-cause
8.
•
Argues a direct relationship
Speech Patterns
8. Cause-effect and Effect-cause
• Argues a direct relationship
Examples:
• Cause-effect
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Immigration has affected America’s social
programs, cultural life, and productivity.
Effect-cause
•
Immigration to the United States in recent
years is caused by the lack of education and
opportunities in many other countries
Designing the Introduction
• Gain listener’s interest and attention.

Present a dramatic piece of evidence.

Ask a rhetorical question.

Refer to events the audience knows about.

Humor can be used cautiously.
• State the thesis statement.
• Preview the speeches’ main points.
Sample Introductions
• Present a dramatic piece of information.

“By the year 2005 European Americans will
no longer be the majority of U. S. Citizens.”
• Ask a rhetorical question.

“Do you know the biggest cause of death
among college students?”
• Refer to events the audience knows about.

“If you’re like me you went home over the
break and enjoyed good food, a clean bed, and
a comfortable house. But not everyone has
those comforts.”
Wadsworth/Thomson
Crafting the Conclusion
•
Last chance to drive home the message
•
An effective conclusion:
1.
Summarizes content
2.
Provides a memorable final thought
3.
Is short and focused
Sample Conclusions
• Summarize the content of your speech

“I hope that my speech has informed you of
your legal rights in interviews and what you
can do if an interviewer violates them.”
• Provide a memorable final thought

“I am alive today because there was blood
available for a massive transfusion when I
had my automobile accident. Any one of us
could need it tomorrow.”
A formal outline includes all main points,
supporting materials, transitions, and a
bibliography of sources.
I. Introduction
A.
B.
C.
Attention: Would you vote for a system in which half of us work
only one job and the other half of us work two and everyone gets
equal rewards? No? Well that’s the system that most families in
this country operate under today.
Thesis Statement: Women’s double shift in paid labor and the home
has negative effects on them personally and on marriages.
Preview: In the next few minutes, I will show that the majority of
married women work two jobs: one in the paid labor market and
one when they get home. I will then trace the harmful effects of this
inequitable division of labor.
II. Body
A.
The majority of married women today work two jobs: one in the paid
labor market and a second when they get home each day.
1. Most families today have two wage earners.
a. Only 17% of contemporary families have one earner.
b. As married women have taken on full-time jobs outside of the
home over the past three decades, husbands of working wives
have increased the amount of housework and child care they do
from 20% to 30%.
2. Working wives do more “homework” than working husbands.
a. Research shows that husbands tend to do the less routine
chores while wives do most of the daily chores.
b. Husbands’ reasons for not doing more work in the home are
that they are tired after work, they don’t feel men should do
many home chores, and their wives don’t expect them to help
out more.
3. Working wives tend to do more homemaking and child care chores,
regardless of which spouse earns more in the job outside the home..
a. Consider Jeremy and Nancy. She earns 65% of the family’s
income, and she does 80% of the child care and home chores.
b. Sociologist Arlie Hochschild found that 2 out of 10 husbands in
two-worker families do 50% of the work involving
homemaking and child care.
Transition: Now that we’ve seen what the double shift is, let’s
consider its effects.
B. The double shift harms women’s health and creates marital
stress.
1. The double shift harms women’s physical and
psychological health.
a. Research shows that women who work outside of the
home and do most of the homemaking and child care
suffer sleep deprivation, reduced immunity to infections,
and increased susceptibility to illnesses.
b. A recent study by the American Medical Association
found that working women who do the majority of
“homework” are more stressed, depressed, and
anxious.
2. The double shift also erodes marital satisfaction.
a. Women resent husbands who don’t contribute a fair
share to homelife.
b. Inequitable division of “homework” is linked to
separations and divorces.
Transition: Let me now pull together what the double shift is
and how it harms women and marriages.
III. Conclusion
A. Summary: I’ve shown you that the majority of wives today
work a double shift while their husbands do not. This is
not only unfair, it is also harmful to women’s health and to
marriages.
B. Final Appeal: Each of us who chooses to marry can create
an equitable marriage. As I’ve shown you, the reward for
making that choice is healthier wives and happier, more
enduring marriages. That’s a pretty good return on the
investment of creating an equitable marriage.
Key Word (Speaking) Outline
I. Introduction
A. Half work one, half work two
B. Effects---personal on marriage
C. Majority of married women; effects of inequity
II. Body
A. Majority of married women—two jobs
1. Two wage earners standard
a. 17% single wage earner
b. Husbands’ contribution increased from 20%-30%
2. Wives do more “homework”
a. Husband do less routine chores
b. Reasons
i. Tired
ii. Not men’s jobs
iii. Wives don’t expect help
3. Women’s homework not tied to salary
a. Jeremy and Nancy
b. Hochschild study
B. Effects
1. Physical and psychological
a. Sleep, illness, infection
b. Stress, depressed, anxious
2. Erodes marital satisfaction
a. Resentment
b. Marital stability
III. Conclusion
A. Unfair + health harms + marital stability and
satisfaction
B. Your choice—return on investment
Primary Qualities of
Oral Communication
• It is more informal than written communication.
• Contractions and sentence fragments are used.
• Simple sentences are appropriate.
• Personal stories and pronouns are included.
• It is more immediate and active that written
communication.
• Repetition is used for retention of ideas.
Styles of Delivery
• Impromptu speaking involves little
preparation.
• Extemporaneous relies on preparation and
practice but actual words and nonverbal
behaviors aren’t memorized.
• Manuscript speaking involves speaking
from a complete manuscript.
• Memorized speaking commits the entire
speech to memory.
Reducing Apprehension
• Systematic Desensitization associates
feeling relaxed with images of yourself in
communication situations.
• Cognitive Restructuring teaches people to
identify and challenge negative selfstatements.
• Positive Visualization guides speakers to
imagine positive speaking situations.
• Skills Training focuses on teaching
speaking skills.
My speech will be terrific!
It is normal to
be nervous!
Microsoft Photo
I am
prepared!
I have a topic I
want to share!
Guidelines for Effective Delivery
• Adapt your appearance to your listeners.
• Adapt your appearance to the speaking
situation.
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Use gestures to enhance impact.
Adopt a confident posture.
Use confident, dynamic body movement.
Maintain good eye contact with listeners.
Guidelines for Effective Delivery
• Use volume that is strong but not
overpowering.
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Use inflection to enhance your message.
Use pauses for effect.
Do not let accent interfere with clarity.
Articulate clearly.
Practice
• Begin practicing your speech several days
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•
•
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prior to delivery.
Use your key word (speaking) outline when
rehearsing.
Use all visual aids you plan to use.
Practice in front of a mirror, videotape the
speech, then when you are comfortable
practice in front of friends and family.
Practice until you can present your speech
extemporaneously but do not memorize it.
View the following video clip of a
section of Adam Currier’s
Speech of Introduction and
discuss his delivery methods.
Adam Currier, San Mateo College